Talk--An Intervention Programme for Enhancing Early Literacy Skills in Preschool Children: A Pilot Study

Autor/inn/en	Majorano, Marinella; Ferrari, Rachele; Bertelli, Beatrice; Persici, Valentina; Bastianello, Tamara
Titel	Talk--An Intervention Programme for Enhancing Early Literacy Skills in Preschool Children: A Pilot Study
Quelle	In: Child Care in Practice, 28 (2022) 4, S.691-707 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-5279
DOI	10.1080/13575279.2021.1929844
Schlagwörter	Preschool Children; Preschool Education; Emergent Literacy; Early Intervention; Program Effectiveness; Language Skills; Phonological Awareness; Reading Comprehension; Scores; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Language skill; Sprachkompetenz; Leseverstehen; Ausland; Italien
Abstract	Many studies have reported that early interventions on language and early literacy skills are important for preventing later reading difficulties at primary school. The aim of the study is to assess the effectiveness of a 12-week intervention programme focused on enhancing pre-schoolers' language and early literacy skills. Two groups of children (ages 5-6) were involved in the study: the "Talk-group", who participated in the intervention programme, and the "Play-group", who followed the standard preschool curriculum. The children's early literacy skills were tested in two sessions six months apart, at the beginning and at the end of the last year of preschool. Data analysis showed that children achieved significantly higher scores in nonword repetition and lexical comprehension at the second assessment; however, only the children in the Talk-group produced significantly higher phonological awareness scores at the second session, i.e. after the intervention. Additional tests showed that the intervention programme was effective only in the case of more basic phonological awareness skills. The programme's potential for supporting early literacy development in preschool and for preventing long-term difficulties in reading are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01