Zeitschrift fur Kinder- und Jugendpsychiatrie und Psychotherapie · 2007
[Short-, middle and long-term effects of training in phonological awareness and letter-sound correspondence on phonological awareness and on reading and spelling].
Контролируемое клиническое исследованиеАннотация на английскомСтатьяМногоцентровое исследованиеНазвание и аннотация: Перевод в очереди
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Blaser Regula, Preuss Ulrich, Groner Marina, Groner Rudolf, Felder Wilhelm
Аннотация
OBJECTIVE: The present study intended to evaluate the short-, middle and long-term effects of preschool training in phonological awareness and letter-sound correspondence, conducted in Swiss dialect in Swiss kindergartens, on the basis of the outcome variables phonological awareness and reading and spelling competence.
METHOD: From a total sample of 109 children with complete datasets over all measurement points, a paired sample of 26 children each from the experimental and from the control group was selected for statistical analyses. Evaluated on the one hand were the short- middle and longer-term effects of the training on the development of the phonological awareness, while on the other, the average reading and spelling competencies and the percentage of reading-and-spelling disabled children in the training and in the control group were compared for the 1st and 2nd grades.
RESULTS: Effects of the training on phonological awareness could be documented up to the beginning of the 1st grade. The average reading and spelling competencies did not differ be-tween the groups, whereas the percentage of spelling-disabled children was markedly reduced in the training group.
CONCLUSIONS: As a whole, the results are seen as a confirmation of the efficacy of the training in the primary prevention of reading and writing disorders.
METHOD: From a total sample of 109 children with complete datasets over all measurement points, a paired sample of 26 children each from the experimental and from the control group was selected for statistical analyses. Evaluated on the one hand were the short- middle and longer-term effects of the training on the development of the phonological awareness, while on the other, the average reading and spelling competencies and the percentage of reading-and-spelling disabled children in the training and in the control group were compared for the 1st and 2nd grades.
RESULTS: Effects of the training on phonological awareness could be documented up to the beginning of the 1st grade. The average reading and spelling competencies did not differ be-tween the groups, whereas the percentage of spelling-disabled children was markedly reduced in the training group.
CONCLUSIONS: As a whole, the results are seen as a confirmation of the efficacy of the training in the primary prevention of reading and writing disorders.