Program for the Enhancement of Phonological Awareness for First Graders

被引：6

作者：

Metz, Dorothee ^{[1
]}

Froehlich, Linda Paulina ^{[1
]}

Rissling, Julia-Katharina ^{[1
]}

Petermann, Franz ^{[1
]}

机构：

[1] Univ Bremen, Zentrum Klin Psychol & Rehabil, D-28359 Bremen, Germany

来源：

ZEITSCHRIFT FUR PSYCHIATRIE PSYCHOLOGIE UND PSYCHOTHERAPIE | 2011年 / 59卷 / 01期

关键词：

phonological awareness; school training; first graders; prevention; dyslexia; LETTER-KNOWLEDGE; KINDERGARTEN; SPEECH; SKILLS; CHILDREN; DYSLEXIA;

D O I：

10.1024/1661-4747/a000053

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

A school program for the enhancement of phonological awareness for first graders is presented. The training takes 12 weeks and targets all children in the class. This study examined whether and in what respect children profit from phonological awareness training. The results of 110 first graders (intervention group: n = 56), whose phonological abilities were assessed immediately before and after training are reported (Study 1), also reported are their reading and spelling skills as assessed one and a half year after the training (Study 2). Significant effects for the intervention group regarding the following areas syllabification, identification and labelling of rhymes as well to indication of sounds were found almost immediately after the program. Long-term supervision has also shown significant progress of the intervention group mainly regarding reading comprehension.

引用

页码：65 / 72

页数：8

共 50 条

[21] Phonological awareness digital program: a randomized controlled study
Sa, Marta
Sa-Couto, Pedro
Lousada, Marisa
REVISTA DE INVESTIGACION EN LOGOPEDIA, 2022, 12 (01):
[22] Phonological awareness and written language: effects of an intervention program
dos Santos, Maria Jose
Maluf, Maria Regina
EDUCAR EM REVISTA, 2010, (38) : 57 - 71
[23] Effectiveness of a preschool prevention program in training phonological awareness
Jaeger, Dana
Faust, Verena
Blatter, Kristine
Schoeppe, Doreen
Artelt, Cordula
Schneider, Wolfgang
Stanat, Petra
FRUHE BILDUNG, 2012, 1 (04): : 202 - 209
[24] Phonological processing in sixth-graders
Cole, P
INTERNATIONAL JOURNAL OF PSYCHOLOGY, 1996, 31 (3-4) : 1482 - 1482
[25] AWARENESS OF AURAL AND VISUAL WORD BOUNDARY WITHIN A SAMPLE OF FIRST GRADERS
MCNINCH, G
PERCEPTUAL AND MOTOR SKILLS, 1974, 38 (03) : 1127 - 1134
[26] A Study of Phonological Awareness and Phonological Cognition
Wang Zhongbo
Liu Liqun
Li Zhi
PROCEEDINGS OF THE SECOND NORTHEAST ASIA INTERNATIONAL SYMPOSIUM ON LANGUAGE, LITERATURE AND TRANSLATION, 2012, : 742 - 747
[27] PARENT PARTICIPATION IN A COMMUNITYWIDE MENTAL HEALTH PROGRAM FOR FIRST GRADERS
SCHIFF, SK
KELLAM, SG
AMERICAN JOURNAL OF ORTHOPSYCHIATRY, 1969, 39 (02) : 282 - &
[28] A Multisensory Program for Teaching English Phonological Awareness Skills to Japanese Children
Yuzawa, Masamichi
Yuzawa, Miki
Sekiguchi, Michihiko
Li, Sixian
Saito, Satoru
JAPANESE JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2010, 58 (04): : 491 - 502
[29] Integrated program of vocabularyand phonological awareness for children with developmental language disorder
Coloma, Carmen Julia
De Barbieri, Zulema
Silva, Macarena
Rojas, Daniela
ONOMAZEIN, 2022, (57): : 241 - 256
[30] EFFECTS OF AN EXTENSIVE PROGRAM FOR STIMULATING PHONOLOGICAL AWARENESS IN PRESCHOOL-CHILDREN
LUNDBERG, I
FROST, J
PETERSEN, OP
READING RESEARCH QUARTERLY, 1988, 23 (03) : 263 - 284

← 1 2 3 4 5 →