Long-Term Benefits after a Rhyme-Repetition Based Intervention Program for Kindergarteners: Better Reading and Spelling in the First Grade

Autor/inn/en	Eghbaria-Ghanamah, Hazar; Ghanamah, Rafat; Shalhoub-Awwad, Yasmin; Adi-Japha, Esther; Karni, Avi
Titel	Long-Term Benefits after a Rhyme-Repetition Based Intervention Program for Kindergarteners: Better Reading and Spelling in the First Grade
Quelle	In: Developmental Psychology, 58 (2022) 2, S.252-269 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eghbaria-Ghanamah, Hazar) ORCID (Ghanamah, Rafat) ORCID (Shalhoub-Awwad, Yasmin) ORCID (Karni, Avi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001284
Schlagwörter	Semitic Languages; Oral Language; Language Proficiency; Kindergarten; Rhyme; Reading Skills; Spelling; Listening; Nursery Rhymes; Intervention; Emergent Literacy; Writing Skills; Grade 1; Phonological Awareness; Phonemes; Receptive Language; Vocabulary; Peabody Picture Vocabulary Test; Raven Progressive Matrices; Test of Word Reading Efficiency + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Reim; Reading skill; Lesefertigkeit; Schreibweise; Hörvorgang; Zuhören; Kinderreim; Frühleseunterricht; Writing skill; Schreibfertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Fonem; Rezeptive Kommunikationsfähigkeit; Wortschatz
Abstract	Oral language proficiency in kindergarten can facilitate the acquisition of reading and writing. However, in diglossic languages, like Arabic, the large gap between the spoken and the formal, modern standard (MSA) varieties of the language may restrict the benefits of oral language proficiency to subsequent literacy skills. Here, we tested, in a randomized controlled study, whether an intervention program, implemented in kindergarten, that familiarized the children with rhymes presented in MSA through recitation, facilitated reading and spelling in first grade. We also tested whether engaging the children in recitation affords an advantage over repeated listening by itself and whether rhymes directly referring to the alphabet impart additional advantages. The children were assigned to one of four intervention conditions (10 sessions, 2 months) wherein they either recited or repeatedly listened to nursery rhymes that were either related or unrelated to the alphabet, or engaged in nonlinguistic activities (control). A year later, all intervention groups read faster compared to a control group (nonlinguistic activity). The two recitation groups gained in reading accuracy, reading efficiency, and spelling; spelling gains were found also in children who only listened to alphabet-related rhymes. The reciting groups were superior to the listening groups in all study measures (reading and spelling). The results suggest long-term contributions from structured interventions based on oral rhyme repetition, in kindergarten, to reading and spelling in first grade. Vocal recitations in kindergarten can benefit the mastering of literacy skills even in a language that differs from the one spoken in the child's home. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01