TY - JOUR
T1 - The effects of early phonological awareness training on reading success
AU - Kozminsky, Lea
AU - Kozminsky, Ely
N1 - Funding Information:
Acknowledgements - The researchw as partially funded by a grant from Kaye Teachers College. We would like to thank the school principal, Nurit Lev, and the school reading specialist,E ti Bukshpan, for their cooperation;C armela Brand, the kindergartent eacher and Miri Freilich, the student teacher, for implementingt he training program; Atara Fridyoung and Smadar Geler-Sadan, for their assistance with data collection; and Helene Hogri for her editorial comments.A n earlier version of this paper was presenteda t the 5th EuropeanA ssociationf or Researcho n Learning and Instruction( EARLI) Conference, Aix-En-Provence, August 1993.
PY - 1995/1/1
Y1 - 1995/1/1
N2 - This longitudinal study establishes predictive and causal relationships between pre-reading phonological awareness (PA) and reading success in first and third grades. Seventy students from two kindergarten classes, who subsequently registered in the same elementary school, were studied. The experimental class received an eight-month PA training program. Phonological awareness was measured at three points of time: pre-training, end of kindergarten and end of first grade and reading comprehension was assessed at the end of the first and third grades. A significant difference in PA skills was found between groups at the end of the kindergarten year. A comparison of reading comprehension scores, controlling for the pre-training PA scores, yielded significant differences for the experimental group in both first and third grades. The phonological awareness tasks of initial phoneme isolation and sound deletion were highly predictive of success in first-grade reading acquisition.
AB - This longitudinal study establishes predictive and causal relationships between pre-reading phonological awareness (PA) and reading success in first and third grades. Seventy students from two kindergarten classes, who subsequently registered in the same elementary school, were studied. The experimental class received an eight-month PA training program. Phonological awareness was measured at three points of time: pre-training, end of kindergarten and end of first grade and reading comprehension was assessed at the end of the first and third grades. A significant difference in PA skills was found between groups at the end of the kindergarten year. A comparison of reading comprehension scores, controlling for the pre-training PA scores, yielded significant differences for the experimental group in both first and third grades. The phonological awareness tasks of initial phoneme isolation and sound deletion were highly predictive of success in first-grade reading acquisition.
UR - http://www.scopus.com/inward/record.url?scp=0000255766&partnerID=8YFLogxK
U2 - 10.1016/0959-4752(95)00004-M
DO - 10.1016/0959-4752(95)00004-M
M3 - Article
AN - SCOPUS:0000255766
SN - 0959-4752
VL - 5
SP - 187
EP - 201
JO - Learning and Instruction
JF - Learning and Instruction
IS - 3
ER -