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THE EFFECTS OF EARLY PHONOLOGICAL
AWARENESS TRAINING ON READING SUCCESS
The present study aimed to:
(1) To establish the predictive value of pre-reading phonological awareness ability on future reading success.
(2) To measure the impact of pre-reading phonological awareness training on reading success in first and third grades.
Phonological awareness is the metalinguistic ability to reflect on and manipulate the phonemic segments of speech.
Is one component of phonological awareness.
It refers to the ability to hear, identify and manipulate phonemes within words.
A longitudinal study is an observational research method in which data is gathered for the same subjects repeatedly over a period of time.
World War II, also known as the Second World War, was a global war that lasted
Correlational studies have provided evidence that successful readers also have good phonological awareness abilities.
Predictive studies maintain that performance on pre-reading phonological awareness tasks is highly predictive of success in reading acquisition in first grade and that the predictive
relationship exists even when intelligence and socio-economic status are controlled.
The third type of evidence comes from training programs in which direct phonological awareness training, prior to or -in the first stages of learning to read, contributes significantly to initial decoding skills.
An eight-month phonological awareness training program was offered to the experimental
group during the kindergarten year.
(1) listening games (non-speech and speech sounds).
(2) identifying the rhyme and creating rhymes.
(3) identifying repeated words, dividing sentences into their component words and reflecting upon the length of words.
(4) segmenting words into syllables or into sub-syllabic units.
(5) blending syllables into words, blending syllables from different words and blending sub-syllabic units into words.
6) phoneme segmentation (initial, middle, and/or final phoneme in a word).
(7) counting syllables, sub-syllabic units, or phonemes in a word.
(8) blending phonemes into a word.
(9) sounding the remaining part of a word following a phoneme deletion.
(a) a structured 20-min group activity delivered twice a week by a trained student teacher.
(b) two 5 min practice sessions a day, in which the kindergarten teacher specifically reviewed elements from the structured training activities during the routine full-class activity.
(c) a phonological awareness activity center, comprised of games and audio cassettes for unstructured use by individuals and small groups during the school day.
1. Phonological Awareness.
2. Reading Comprehension.
Phonological awareness ability was measured by two instruments:
1. the LAC test
(Lindamood Auditory Conceptualization Test; Lindamood & Lindamood, 1979) adapted for Hebrew speakers.
2. the PAT test- A constructed Phonological Awareness Test, in Hebrew, a curriculum-based assessment that directly measured the skills taught in the training program.
The PAT test consists of 48 items grouped into eight sub-tests that directly test the phonological awareness skills that were taught in the training program:
(1) Rhyme Detection;
(2) Sentence Segmentation (into words);
(3) Syllable Synthesis (into words);
(4) Syllable Segmentation (segmenting words into syllables);
(5) Initial Phoneme Isolation (isolating the first phoneme in a word);
(6) Sound Deletion (sounding the remaining part of a word following phoneme
deletion);
(7) Phoneme Segmentation (segmenting words into phonemes);
(8) Phoneme Synthesis (into words).
All the stimuli were meaningful words or sentences. All PAT tasks were given with the aid of pictures, except Sentence Segmentation. The PAT is an individual test and it was administered in about 10-15 min by the examiners. Subjects scored one point for each correct answer (maximum score = 48).
Reading comprehension was measured by the Hebrew-language Reading Comprehension Test (Ortar, 1987), a 68-item multiple choice test. The first 14 items entail matching a word to a picture. The remaining items consist of comprehension questions to short texts that gradually increase in length and complexity - from single-sentence to 200-word texts. Each item is worth one point (maximum score = 68). The Reading Comprehension Test is a group test. It was administered by the examiners and it was conducted in 30 min.
There was a significant mean improvement in reading comprehension scores between first and third grade (M
= 17.63 and 38.86, respectively; F(1,26) = 21.72; p <0.05), but no group-by-time interaction effect was found (F(1,26) = 0.19).
The analysis revealed significantly higher scores for the experimental group than the control group
(M = 30.30 and 26.28, respectively; F(1,45) = 6.00; p < 0.05).
Kozminsky, L., & Kozminsky, E. (1995). The effects of early phonological awareness training on reading success. Learning and Instruction, 5(3), 187-201.