Classroom Phonological Awareness Instruction and Literacy Outcomes in the First Year of School.
Purpose: Despite strong investment in raising literacy achievement for all children, significant inequalities in literacy outcomes continue to exist among some of the world's most advanced economies. This study investigated the influence of a short, intensive period of phonological awareness (PA) in...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 44; no. 2; pp. 147 - 161 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Apr2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107969614&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107969614 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Apr2013 vid: 44 iid: 2 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 107969614 90076272 10.1044/0161-1461(2012/11-0061) NLM23275432 107969614 ppf: 147 ppct: 14 formats: fmt: @attributes: type: P tig: atl: Classroom Phonological Awareness Instruction and Literacy Outcomes in the First Year of School. aug: au: Carson, Karyn L. Gillon, Gail T. Boustead, Therese M. Nippold, Marilyn Troia, Gary affil: Flinders University, Adelaide, South Australia sug: subj: Teaching Methods Learning Environment Literacy Students, Elementary New Zealand Outcomes of Education Phonetics Education Human Funding Source New Zealand Quasi-Experimental Studies Reading Spelling Child Control Group Comparative Studies Coding Language Disorders Descriptive Statistics Pretest-Posttest Design Language Tests Intelligence Tests Computer-Aided Design Analysis of Variance Child: 6-12 years ab: Purpose: Despite strong investment in raising literacy achievement for all children, significant inequalities in literacy outcomes continue to exist among some of the world's most advanced economies. This study investigated the influence of a short, intensive period of phonological awareness (PA) instruction implemented by classroom teachers on raising the literacy achievement of children with and without spoken language impairment (SLI). Method: A quasi-experimental design was employed to measure the PA, reading, and spelling development of one hundred twenty-nine 5-year-olds. Thirty-four children received 10 weeks of PA instruction from their teachers. Ninety-five children continued with their usual reading program, which included phonics instruction but did not target PA. Results: Children who received PA instruction demonstrated superior literacy outcomes compared to children who followed the usual literacy curriculum. Children with SLI showed significant improvements in PA, reading, and spelling but had a different pattern of response to instruction compared to children with typical language. Importantly, the number of children experiencing word decoding difficulties at the end of the program was 26% among children who followed the usual literacy curriculum compared to 6% among children who received the PA instruction. Implications: A short, intensive period of classroom PA instruction can raise the literacy profiles of children with and without spoken language difficulties. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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