Does Learning the Alphabet in Kindergarten Give Children a Head Start in the First Year of School? A Comparison of Children's Reading Progress in Two First Grade Classes in State and Montessori Schools in Switzerland

Autor/inn/en	Elben, Judy; Nicholson, Tom
Titel	Does Learning the Alphabet in Kindergarten Give Children a Head Start in the First Year of School? A Comparison of Children's Reading Progress in Two First Grade Classes in State and Montessori Schools in Switzerland
Quelle	In: Australian Journal of Learning Difficulties, 22 (2017) 2, S.95-108 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2017.1399913
Schlagwörter	Foreign Countries; Alphabets; Kindergarten; Grade 1; Elementary School Students; Reading Achievement; Public Schools; Montessori Schools; Comparative Analysis; Phonemic Awareness; Reading Ability; Beginning Reading; Phonological Awareness; Reading Comprehension; Pretests Posttests; Statistical Analysis; Switzerland + Suchen Sie Ihr Suchwort? Ausland; Buchstabenschrift; School year 01; 1. Schuljahr; Schuljahr 01; Leseleistung; Public school; Öffentliche Schule; Montessori-Schule; Reading competence; Lesekompetenz; Erstleseunterricht; Leseverstehen; Statistische Analyse; Schweiz
Abstract	The main purpose of this study was to examine whether the age at which children start to learn to read affects their later progress. The study was conducted in Zürich, Switzerland, and compared a first grade class in a local school with two first grade classes in a Montessori school. It was found that although the Montessori children had an advantage over the local children in alphabet knowledge at entry to Grade 1, this was not translated into a significant advantage at the end of Grade 1 in either phonemic awareness or reading ability. Further analysis revealed that pretest alphabet knowledge for the whole group was significantly related to progress. In addition, scatterplots showed that some children started school with high levels of alphabet knowledge but did not make progress, indicating that alphabet knowledge is necessary for literacy progress but not sufficient. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01