Program for the enhancement of phonological awareness in preschoolers

被引：22

作者：

Froehlich, Linda P. ^{[1
]}

Metz, Dorothee ^{[1
]}

Petermann, Franz ^{[1
]}

机构：

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

来源：

KINDHEIT UND ENTWICKLUNG | 2009年 / 18卷 / 04期

关键词：

phonological awareness; preschoolers; prevention; dyslexia; school entry; LETTER-KNOWLEDGE; KINDERGARTEN; CHILDREN; BEHAVIOR; INTERVENTION; DYSLEXIA; SKILLS; READ;

D O I：

10.1026/0942-5403.18.4.204

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

In this paper a kindergarten program for the enhancement of phonological awareness in preschoolers is presented. The training spans over a period of 12 weeks. The relevance of phonological awareness on language literacy and writing has been well documented in numerous studies. The purpose of this study was to examine whether and in what way children profit from phonological awareness training. In this study, 191 children participated, their phonological skills were assessed directly before and after training (intervention group: n=94). In comparison with the control group children in the intervention group significantly improved their performances on all subtests after training was completed.

引用

页码：204 / 212

页数：9

共 46 条

[1]

[Anonymous], 200304 UNESCO EFA

[2]

[Anonymous], 2010, SCHULBASIERTE FORDER

[3]

[Anonymous], 2004, HOREN LAUSCHEN LERNE

[4] CATEGORIZING SOUNDS AND LEARNING TO READ - A CAUSAL CONNECTION [J].

BRADLEY, L ;

BRYANT, PE .

NATURE, 1983, 301 (5899) :419-421

[5] Effects of preschool phoneme identity training after six years: Outcome level distinguished from rate of response [J].

Byrne, B ;

Fielding-Barnsley, R ;

Ashley, L .

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2000, 92 (04) :659-667

[6] Development of Phonological Awareness in Bilingual Chinese Children [J].

Chen, Xi ;

Ku, Yu-Min ;

Koyama, Emiko ;

Anderson, Richard C. ;

Li, Wenling .

JOURNAL OF PSYCHOLINGUISTIC RESEARCH, 2008, 37 (06) :405-418

[7]

Cohen J., 1988, Statistical power analysis for the behavioural sciences, V2nd

[8] Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study [J].

de Jong, PF ;

van der Leij, A .

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1999, 91 (03) :450-476

[9] Systematic phonics instruction helps students learn to read: Evidence from the national reading panel's meta-analysis [J].

Ehri, LC ;

Nunes, SR ;

Stahl, SA ;

Willows, DM .

REVIEW OF EDUCATIONAL RESEARCH, 2001, 71 (03) :393-447

[10]

Fricke S., 2008, TEST PHONOLOGISCHE B

← 1 2 3 4 5 →