Preschool Morphological Training Produces Long-Term Improvements in Reading Comprehension

Autor/inn/en	Lyster, Solveig-Alma Halaas; Lervåg, Arne Olav; Hulme, Charles
Titel	Preschool Morphological Training Produces Long-Term Improvements in Reading Comprehension
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 29 (2016) 6, S.1269-1288 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-016-9636-x
Schlagwörter	Reading; Reading Instruction; Reading Comprehension; Control Groups; Preschool Children; Reading Improvement; Morphology (Languages); Reading Ability; Grade 1; Grade 6; Phonological Awareness; Preschool Education; Comparative Analysis; Quasiexperimental Design; Scores; Experimental Groups; Literacy; Reading Skills; Intelligence Tests; Foreign Countries; Followup Studies; Norway; Raven Progressive Matrices; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Leseprozess; Lesen; Leseunterricht; Leseverstehen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Morphology; Morphologie; Reading competence; Lesekompetenz; School year 01; 1. Schuljahr; Schuljahr 01; School year 06; 6. Schuljahr; Schuljahr 06; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Intelligence test; Intelligenztest; Ausland; Follow-up studies; Kontaktstudium; Norwegen
Abstract	We evaluated the effect of morphological awareness training delivered in preschool (8 months before school entry) on reading ability at the end of grade 1 and 5 years later (in Grade 6). In preschool, one group of children received morphological awareness training, while a second group received phonological awareness training. A control group followed the ordinary preschool curriculum. The comparison between each training condition and the control condition is quasi experimental, whereas the comparison between the morphological and phonological treatments is randomized at group level. In Grade 1 children in the morphological awareness training group had significantly higher scores than children in the control group on both word reading and text reading measures, but no differences were found between the experimental groups. In Grade 6 children in the morphological awareness training group had significantly higher scores compared with the control group on a latent measure of reading comprehension, whereas the children in the phonological awareness training group did not differ from the controls; although the experimental groups did not differ significantly from each other. The results suggest that early training in morphological awareness can have long-term effects on children's literacy skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01