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Training phonological awareness in kindergarten level children: consistency is more important than quantity
Department of Special Education, Abo Academy University, Finland .
Department of Psychology, University of Turku, Turku, Finland.
Umeå University, Faculty of Social Sciences, Department of Psychology.
2003 (English)In: Learning and instruction, ISSN 0959-4752, Vol. 13, 349-365 p.Article in journal (Refereed) 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 childrenat- 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.

Place, publisher, year, edition, pages
Elsevier , 2003. Vol. 13, 349-365 p.
Keyword [en]
Phonological training; Phonological awareness; Phonological intervention; Phonemic awareness;
Research subject
Psychology; Education
URN: urn:nbn:se:umu:diva-26140DOI: 10.1016/S0959-4752(02)00009-9OAI: diva2:237838
Available from: 2009-12-22 Created: 2009-09-25 Last updated: 2010-02-01Bibliographically approved

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Olofsson, Åke
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