Effects of phonological awareness training on reading achievement

Abstract

Phonological awareness is usually considered to be an important prerequisite for success in literacy acquisition. Children who had phonological awareness training in preschool not only show a better performance in phonological awareness tasks at elementary school but also perform better in reading and writing than untrained children. As part of the EVES longitudinal study, reading and spelling skills of 1520 children who entered school in the fall of 2001 and 2002 were assessed throughout elementary school. The comparison of a matched sample of 107 trained with 107 untrained children shows that untrained children are outperformed by trained children in reading. The best training effects can be found with girls while boys seem to profit from the intervention only towards the end of elementary school. Training phonological awareness in preschool thus facilitates reading acquisition, even if there are other important influencing factors (e.g. class context).

How a Phonics-Based Intervention, L1 Orthography, and Item Characteristics Impact Adult ESL Spelling Knowledge

“…Much of the research on spelling has focused on either documenting the development of spelling ability in children gaining L1 literacy or assessing the effectiveness of instructional techniques for improving L1 spelling (and other literacy skills). For example, studies have consistently found that phonics-based instruction is effective for improving spelling skills as well as reading ability, and that these effects can persist for years [8,[40][41][42]. However, the vast majority of this research has focused specifically on children learning to spell in their L1, most commonly English.…”

Κατασκευή Και Στάθμιση Μίας Δοκιμασίας Μέτρησης Της Μεταφωνολογικής Επίγνωσης Παιδιών Ηλικίας 5:04 Έως 6:05 Ετών

“…Τις τελευταίες δεκαετίες, η αδιάλειπτη ανάδειξη του εξέχοντα ρόλου των πρώιμων δεξιοτήτων μεταφωνολογικής επίγνωσης στην πρόσκτηση των δεξιοτήτων συμβατικού γραμματισμού (Ball & Blachman, 1991, Blachman, Ball, Black, & Tangel, 1994, Bradley & Bryant, 1983, Bryant, Bradley, MacLean, & Crossland, 1989, Byrne & Fielding-Barnsley, 1991, Castle, Riach, & Nicholson, 1994, Catts, Fey, Zhang, & Tomblin, 1999, Cossu, Shankweiler, Liberman, Katz, & Tola, 1988, Cunningham, 1990, Durgunοğlu, Nagy, & Hancin-Bhatt, 1993, Durgunοğlu & Öney, 1999, Fox & Routh, 1984, Gottardo, Stanovich, & Siegel, 1996, Iversen & Tunmer, 1993, Juel, Griffith, & Gough, 1986, Leather & Henry, 1994, Liberman, Shankweiler, Fisher, & Carter, 1974, Lundberg, Frost, & Peterson, 1988, Manrique & Signorini, 1994, Muter, Hulme, Snowling, & Taylor, 1997β, O'Connor, Notari-Syverson, & Vadasy, 1996, Perfetti, Beck, Bell, & Hudges, 1987, Schneider, Küspert, Roth, & Visé, 1997, Share, Jorm, MacLean, & Matthews, 1984, Stanovich, Cunningham, & Cramer, 1984, Storch & Whitehurst, 2002, Tornéus, 1984, Treiman & Baron, 1983, Treutlein, Zöller, Roos, & Schöler, 2008, Vellutino & Scanlon, 1987, Wimmer, Landerl, Linortner, & Hummer, 1991 είχε ως αποτέλεσμα την ανάπτυξη και στάθμιση εργαλείων μέτρησης που επικεντρώνονται στην αξιολόγηση των μεταφωνολογικών δεξιοτήτων των παιδιών προσχολικής και πρώτης σχολικής ηλικίας (H...…”