Literaturnachweis - Detailanzeige
| Autor/inn/en | Schneider, Wolfgang; Roth, Ellen; Ennemoser, Marco |
|---|---|
| Titel | Training phonological skills and letter knowledge in children at risk for dyslexia: A comparison of three kindergarten intervention programs. |
| Quelle | In: Journal of educational psychology, 92 (2000) 2, S. 284-295Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Erziehung; Kindergarten; Frühförderung; Fonologie; Buchstabieren; Leseleistung; Leseunterricht; Risikogruppe |
| Abstract | Compared the effects of 3 preschool intervention programs on at-risk children's subsequent reading and spelling skills. From a sample of 726 screened preschool children, 138 were selected as children potentially at risk for dyslexia and randomly assigned to 1 of 3 training conditions: (1) letter-sound training, (2) phonological awareness training, and (3) combined training in phonological awareness and letter knowledge. A control group of 115 unselected preschool children was recruited to evaluate the training effects. Results indicated that the combined training yielded the strongest effects on reading and spelling in grades 1 and 2. The findings confirm the phonological linkage hypothesis in that combining phonological awareness training with instruction in letter-sound knowledge has more powerful effects on subsequent literacy achievement than phonological awareness training alone. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2005_(CD) |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
