Enhancing the Phonological Awareness and Language Skills of Socially Disadvantaged Preschoolers: An Interdisciplinary Programme

Autor/inn/en	McIntosh, Beth; Crosbie, Sharon; Holm, Alison; Dodd, Barbara; Thomas, Sian
Titel	Enhancing the Phonological Awareness and Language Skills of Socially Disadvantaged Preschoolers: An Interdisciplinary Programme
Quelle	In: Child Language Teaching and Therapy, 23 (2007) 3, S.267-286 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659007080678
Schlagwörter	Interdisciplinary Approach; Intervention; Disadvantaged Youth; Reading Skills; Preschool Children; Phonology; Socioeconomic Background; Measures (Individuals); Control Groups + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Benachteiligter Jugendlicher; Reading skill; Lesefertigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fonologie; Sozioökonomische Lage; Messdaten
Abstract	The research reported investigated the efficacy of intervention, developed by a speech-language therapist and implemented by a teacher, for the language and phonological awareness (PA) abilities of pre-school, socially disadvantaged children. One study established that children from low socio-economic (SES) backgrounds had poorer skills on both measures compared to children of average SES. Half of the low SES group received language and PA intervention programmes and their progress was compared to untreated SES matched controls. Both programmes were highly effective with post-intervention performance not only exceeding that of SES controls but also equalling the performance of controls of average SES. (Contains 4 tables and 3 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10