Early Phonological Training Preceding Kindergarten Training: Effects on Reading and Spelling

Autor/inn/en	Wolff, Ulrika; Gustafsson, Jan-Eric
Titel	Early Phonological Training Preceding Kindergarten Training: Effects on Reading and Spelling
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 35 (2022) 8, S.1865-1887 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wolff, Ulrika) ORCID (Gustafsson, Jan-Eric)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10261-x
Schlagwörter	Phonology; Reading Instruction; Comparative Analysis; Reading Skills; Kindergarten; Foreign Countries; Teaching Methods; Outcomes of Education; Reading Difficulties; Phonological Awareness; Preschool Children; Intelligence; Correlation; Prediction; Emergent Literacy; Educational Benefits; At Risk Persons; Spelling; Sweden + Suchen Sie Ihr Suchwort? Fonologie; Leseunterricht; Reading skill; Lesefertigkeit; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Reading difficulty; Leseschwierigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Intelligenz; Klugheit; Korrelation; Vorhersage; Frühleseunterricht; Bildungsertrag; Risikogruppe; Schreibweise; Schweden
Abstract	This study examined the effects of early phonological training on emergent phonological and reading skills. Children (N = 364) were randomly assigned in small groups to a phonological training group (n = 117), or a control group (n = 247) including both a non-phonological training group and a non-trained control group. The phonological training began three years before the formal reading instruction starts in Sweden. It was carried out in two waves during six weeks at the age of 4, and during six weeks at the age of 5. All children, including the control children, received phonological training in kindergarten at the age of 6. Fluid intelligence (Gf) and phonological awareness at age 4 predicted phonological awareness at age 6 as well as reading related skills in grades 2 and 3. There were substantial main effects of the early phonological training on phonological skills and early reading skills. For all outcomes the training was, furthermore, most beneficial for children low on Gf, who are in the risk zone of developing reading difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01