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Training phonological awareness in kindergarten level children: Consistency is more important than quantity.
Högskolan i Gävle, Institutionen för pedagogik, didaktik och psykologi, Ämnesavdelningen för pedagogik.
2003 (engelsk)Inngår i: Learning and instruction, ISSN 0959-4752, E-ISSN 1873-3263, Vol. 13, nr 4, s. 349-365Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this study, we show that the benefits of phonological training upon reading skills, aptly demonstrated by Lundberg, Frost, and Petersen (Reading Res. Q., 23 (1988) 263), can be obtained even in less favourable conditions featuring a smaller dose of training in a kindergarten culture impregnated by knowledge of phonological awareness and reading. As a consequence, the control group in the present study demonstrated vastly better pre-school reading skills than the one in Lundberg et al. (1988). One experimental group received a training dose of only 60% of that administered by Lundberg et al. (1988). The results replicated those of Lundberg et al. (1988) even for the group with a 60% training dose. A significant gain in word reading was maintained until the end of grade 2 both for mainstream pupils and children-at-risk. A spelling gain was observed only for children-at-risk in grade 2. It is suggested that training must be strictly systematic in order to be effective. The results are discussed in terms of metacognitive insights into reading that are gained through training in phonological awareness.

sted, utgiver, år, opplag, sider
2003. Vol. 13, nr 4, s. 349-365
Emneord [en]
Phonological training, Phonological awareness, Phonological intervention, Phonemic awareness
Identifikatorer
URN: urn:nbn:se:hig:diva-1223DOI: 10.1016/S0959-4752(02)00009-9OAI: oai:DiVA.org:hig-1223DiVA, id: diva2:117885
Tilgjengelig fra: 2008-01-17 Laget: 2008-01-17 Sist oppdatert: 2018-03-13bibliografisk kontrollert

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