Phonological awareness training with articulation promotes early reading development
2017 (English)In: Education, ISSN 0013-1172, Vol. 137, no 3, 261-276 p.Article in journal (Refereed) Published
In a longitudinal intervention study, the effects of phonological trainingwith articulation for children in a preschool class were analyzed.In total, 69 students participated, divided into an experimental groupof 39 and a comparison group of 30 students.The intervention consisted of phonological training with articulationand lasted throughout the preschool class year; in total, 2700 minuteswere spent on this training for the experimental group. All participantswere tested individually on pre-reading skills on four test occasions:before the intervention started, mid-term, immediately after the end ofthe intervention and, finally, a follow-up 6 months after the interventionwas completed.Based on their pre-reading skills, the participants were divided intotwo different subgroups, those at risk of developing reading difficultiesand those not at risk. The results showed greater progress at the follow-up test of both the at-risk and not-at-risk subgroups of the experimentgroup in word decoding and phonological ability than the comparisongroup. The positive results applied both to speech-sounds andwords included in the training program as well as new speech soundsand words not included in the program, thus providing evidence fortransfer effects.
Place, publisher, year, edition, pages
Project Innovation, Inc., 2017. Vol. 137, no 3, 261-276 p.
Phonological training, preschool class, articulation, reading development, intervention
Research subject Pedagogics and Educational Sciences, Pedagogics
IdentifiersURN: urn:nbn:se:lnu:diva-61397OAI: oai:DiVA.org:lnu-61397DiVA: diva2:1081963