Zeitschrift fur Kinder- und Jugendpsychiatrie und Psychotherapie · 2010
[Prevention of dyslexia--effects of a home-based training to promote early literacy. A pilot study].
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Rückert Ellen M, Plattner Anita, Schulte-Körne Gerd
Аннотация
OBJECTIVE: The importance of preschool programs to enhance children's phonological abilities in order to prevent dyslexia has been proved often. In contrast, we know much less about parents' means to promote early language abilities. The present study investigates the effects of a parental training focusing on joint book reading with the preschool child and activities to further phoneme differentiation in comparison to the established preschool program Hören, lauschen, lernen [Hear, listen, learn].
METHOD: Three groups of preschool children participated in the study. Group 1 participated in the program Hören, lauschen, lernen, while Group 2 took part in the new self-developed parent program. The third group participated in a combination of both programs. Parental satisfaction was assessed by means of a written questionnaire. Children's progress was analyzed by means of the Bielefelder Screening zur Früherkennung von Lese-Rechtschreibschwierigkeiten (BISC) [Bielefeld Screening for Early Recognition of Dyslexia] and the Heidelberger Auditives Screening in der Einschulungsuntersuchung (HASE) [Heidelberg Auditory Screening in the School Entry Examination].
RESULTS: Parents showed great interest in the program and judged it positively. The majority of parents implemented the activities regularly at home. Children in all groups improved their phonological abilities significantly and to the same extent.
CONCLUSIONS: The parent program proved to be easy to implement and a good opportunity to promote children's preliterate abilities at home.
METHOD: Three groups of preschool children participated in the study. Group 1 participated in the program Hören, lauschen, lernen, while Group 2 took part in the new self-developed parent program. The third group participated in a combination of both programs. Parental satisfaction was assessed by means of a written questionnaire. Children's progress was analyzed by means of the Bielefelder Screening zur Früherkennung von Lese-Rechtschreibschwierigkeiten (BISC) [Bielefeld Screening for Early Recognition of Dyslexia] and the Heidelberger Auditives Screening in der Einschulungsuntersuchung (HASE) [Heidelberg Auditory Screening in the School Entry Examination].
RESULTS: Parents showed great interest in the program and judged it positively. The majority of parents implemented the activities regularly at home. Children in all groups improved their phonological abilities significantly and to the same extent.
CONCLUSIONS: The parent program proved to be easy to implement and a good opportunity to promote children's preliterate abilities at home.