The Impact of an Early Intervention on Vocabulary, Phonological Awareness, and Letter-Sound Knowledge among Spanish-Speaking Kindergarteners

Autor/inn/en	Porta, María Elsa; Ramirez, Gloria
Titel	The Impact of an Early Intervention on Vocabulary, Phonological Awareness, and Letter-Sound Knowledge among Spanish-Speaking Kindergarteners
Quelle	In: International Journal of School & Educational Psychology, 8 (2020), S.65-79 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2018.1558137
Schlagwörter	Early Intervention; Vocabulary Development; Phonological Awareness; Morphology (Languages); Metalinguistics; Spanish Speaking; Kindergarten; Phonemes; Language Skills; Literacy; Phoneme Grapheme Correspondence; Rhyme; Teaching Methods; Pretests Posttests; Socioeconomic Status; Foreign Countries; Pictorial Stimuli; Measures (Individuals); Comparative Analysis; Parent Background; Educational Attainment; Argentina + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Morphology; Morphologie; Metalanguage; Metasprache; Fonem; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Reim; Teaching method; Lehrmethode; Unterrichtsmethode; Socio-economic status; Sozioökonomischer Status; Ausland; Fantasieanregung; Messdaten; Elternhaus; Bildungsabschluss; Bildungsgut; Argentinien
Abstract	This study examined the impact of two different interventions: Phonological Awareness PA-only versus PA, vocabulary, and Morphological Awareness (MA) on Spanish-speaking kindergarteners' language and literacy skills. We took measures on PA, vocabulary, letter-name and sound knowledge, and MA. Children in the comprehensive intervention condition showed significant growth from pretest to posttest on all measures and an overall vocabulary knowledge advantage over children in the PA-only intervention. Children in the PA condition showed significant growth on vocabulary out of context, letter-name sound knowledge, initial syllable identity, and rhyme identity. Results support the integration of PA, vocabulary, and MA in kindergarten interventions. The importance of including MA in kindergarten vocabulary interventions and the feasibility of classroom interventions by trained teachers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01