Abstract
Recent evidence suggests that training in phoneme awareness has a positive impact on beginning reading and spelling. The objective of this study was to investigate the effectiveness of instruction in phonological awareness provided in low-income, inner-city kindergarten classrooms by kindergarten teachers and their teaching assistants. Prior to the intervention, the 84 treatment children and 75 control children, who attended inner-city schools in an urban district in upstate New York, did not differ on age, sex, race, SES, PPVT-R score, phoneme segmentation, letter name knowledge, letter sound knowledge, or reading. After the 11 week intervention, the treatment children significantly outperformed the control children on measures of phoneme segmentation, letter name and letter sound knowledge, two of three reading measures, and a measure of invented spelling. Implications for improving beginning reading instruction are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1-18 |
| Number of pages | 18 |
| Journal | Reading and Writing |
| Volume | 6 |
| Issue number | 1 |
| DOIs | |
| State | Published - Mar 1994 |
Keywords
- Beginning reading
- Kindergarten
- Literacy
- Phoneme awareness
- Phoneme segmentation
- Phonological awareness
ASJC Scopus subject areas
- Neuropsychology and Physiological Psychology
- Education
- Linguistics and Language
- Speech and Hearing