Reading and Phonological Awareness in Africa

Autor/inn/en	Alcock, Katherine J.; Ngorosho, Damaris S.; Jukes, Matthew C. H.
Titel	Reading and Phonological Awareness in Africa
Quelle	In: Journal of Learning Disabilities, 51 (2018) 5, S.463-472 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219417728051
Schlagwörter	Foreign Countries; Phonological Awareness; Phonemes; Reading Skills; Literacy Education; Illiteracy; Educational Environment; Influences; Family Environment; Language Skills; Predictor Variables; Reading Tests; Cognitive Tests; Short Term Memory; Intelligence Tests; Access to Education; Correlation; Scores; Tanzania; Digit Span Test; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Ausland; Fonem; Reading skill; Lesefertigkeit; Analphabetismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Influence; Einfluss; Einflussfaktor; Familienmilieu; Language skill; Sprachkompetenz; Prädiktor; Lesetest; Kognitiver Fähigkeitstest; Kurzzeitgedächtnis; Intelligence test; Intelligenztest; Education; Access; Bildung; Zugang; Bildungszugang; Korrelation; Tansania
Abstract	Literacy levels in Africa are low, and school instruction outcomes are not promising. Africa also has a disproportionate number of unschooled children. Phonological awareness (PA), especially phoneme awareness, is critically associated with literacy, but there is little evidence about whether PA is gained through literacy, schooling, or both, because most children studied are in education and can read at least letters. Our previous study of PA and reading in children in and out of school in Tanzania found that PA was associated with reading ability, not schooling or age, and many unschooled children learned to read. We retested 85 children from the baseline study, on measures of PA and literacy, approximately 2 years later. We found that more unschooled children had now learned to read but PA had generally not improved for these children. Unschooled children were still poorer at PA than schooled children. At 2 years, schooling now independently predicted PA and literacy. PA also predicted literacy and vice versa. Explicit phoneme awareness was again poor, even in accurate readers. More unschooled children have now learned to read, possibly because local literacy is in their first language; however, schooling improves reading and PA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01