Effekte eines Trainings der phonologischen Bewusstheit bei Vorschulkindern mit unterschiedlichem Sprachhintergrund*

Schöppe, Doreen; Blatter, Kristine; Faust, Verena; Jäger, Dana; Stanat, Petra; Artelt, Cordula; Schneider, Wolfgang

doi:10.1024/1010-0652/a000110

Cited by 10 publications

(5 citation statements)

References 26 publications

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“…In line with earlier research (Schneider et al, 1997; Schöppe et al, 2013), we found that the training is effective in promoting phonological awareness (narrow). The regression analyses provide further evidence that this also applies to the phonological awareness (broad) for the group with weak initial phonological awareness skills.…”

Section: Discussionsupporting

confidence: 92%

“…However, despite showing similar gains in phonological awareness overall, the minority language children continued to lag behind their majority-language peers in the level of phonological awareness they reached after the intervention. The training could thus not fully compensate the initial disparities (see also Schöppe et al, 2013 for similar results).…”

Section: Introductionmentioning

confidence: 86%

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Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?

et al. 2016

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Well-developed phonological awareness skills are a core prerequisite for early literacy development. Although effective phonological awareness training programs exist, children at risk often do not reach similar levels of phonological awareness after the intervention as children with normally developed skills. Based on theoretical considerations and first promising results the present study explores effects of an early musical training in combination with a conventional phonological training in children with weak phonological awareness skills. Using a quasi-experimental pretest-posttest control group design and measurements across a period of 2 years, we tested the effects of two interventions: a consecutive combination of a musical and a phonological training and a phonological training alone. The design made it possible to disentangle effects of the musical training alone as well the effects of its combination with the phonological training. The outcome measures of these groups were compared with the control group with multivariate analyses, controlling for a number of background variables. The sample included N = 424 German-speaking children aged 4–5 years at the beginning of the study. We found a positive relationship between musical abilities and phonological awareness. Yet, whereas the well-established phonological training produced the expected effects, adding a musical training did not contribute significantly to phonological awareness development. Training effects were partly dependent on the initial level of phonological awareness. Possible reasons for the lack of training effects in the musical part of the combination condition as well as practical implications for early literacy education are discussed.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 86%

Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?

et al. 2016

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“…In contrast to other tests using pseudowords (e.g., Hasselhorn et al, 2012), the items were based on quasi-universal structures, with common vowels and consonants, a simple syllable structure (without language-specific structures like consonant clusters) and without morphology (see task description in section “Materials”). We consider this approach essential to assess actual phoneme-based spelling performance in groups with diverse language experience and proficiency (Schöppe et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Executive Functions and Language: Their Differential Influence on Mono- vs. Multilingual Spelling in Primary School

2019

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We aimed at unveiling the role of executive functions (EFs) and language-related skills in spelling for mono- versus multilingual primary school children. We focused on EF and language-related skills, in particular lexicon size and phonological awareness (PA), because these factors were found to predict spelling in studies predominantly conducted with monolinguals, and because multilingualism can modulate these factors. There is evidence for (a) a bilingual advantage in EF due to constant high cognitive demands through language control, (b) a smaller mental lexicon in German and (c) possibly better PA. Multilinguals in Germany show on average poorer German language proficiency, what can influence performance on language-based tasks negatively. Thus, we included two spelling tasks to tease apart spelling based on lexical knowledge (i.e., word spelling) from spelling based on non-lexical strategies (i.e., non-word spelling). Our sample consisted of heterogeneous third graders from Germany: 69 monolinguals (age: M = 108 months) and 57 multilinguals (age: M = 111 months). On less language-dependent tasks (e.g., non-word spelling, PA, intelligence, short-term memory (STM) and three EF tasks testing switching, inhibition, and working memory) performance of both groups did not differ significantly. However, multilinguals performed significantly more poorly on tasks measuring German lexicon size and word spelling than monolinguals. Regression analyses revealed that for multilinguals, inhibition was related to spelling, whereas switching was the only EF component to influence word spelling in monolinguals and non-word spelling performance in both groups. By adding lexicon size and other language-related factors to the regression models, the influence of switching was reduced to insignificant effects, but inhibition remained significant for multilinguals. Language-related skills best predicted spelling and both language groups shared those variables: PA for word spelling, and STM for non-word spelling. Additionally, multilinguals’ word spelling performance was also predicted by their German lexicon size, and non-word spelling performance by PA. This study offers an in-depth look at spelling acquisition at a certain point of literacy development. Mono- and multilinguals have the predominant factors for spelling in common, but probably due to superior language knowledge, monolinguals were already able to make use of EF during spelling. For multilinguals, German lexicon size was more important for spelling than EF. For multilinguals’ spelling these functions might come into play only at a later stage.

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“…In a meta-analysis of 43 studies using phonemic awareness tests, a small but significant effect was found in favor of the first-language learners (Melby-Lervåg and Lervåg 2014). For L2 learners of German, some studies reported phonological awareness performance comparable to native German children (Czapka et al 2019;Duzy et al 2013a, b;Limbird et al 2014;Limbird and Stanat 2006), whereas others found group differences in favor of the native children (Blatter et al 2013;Pröscholdt et al 2013;Schöppe et al 2013;Weber et al 2007). Like in native-speaking children, phonological awareness predicts reading and spelling skills in L2 learners of English (Harrison et al 2016;Jongejan et al 2007;Quiroga et al 2002) and German (Czapka et al 2019;Duzy et al 2013a;Limbird et al 2014).…”

Section: Training Components and Their Role In L1 And L2 Literacy Acqmentioning

confidence: 99%

“…Like in native-speaking children, phonological awareness predicts reading and spelling skills in L2 learners of English (Harrison et al 2016;Jongejan et al 2007;Quiroga et al 2002) and German (Czapka et al 2019;Duzy et al 2013a;Limbird et al 2014). Furthermore, phonological awareness training fosters early literacy skills in L2 (Blatter et al 2013;Schöppe et al 2013;Weber et al 2007;Yeung et al 2013).…”

Section: Training Components and Their Role In L1 And L2 Literacy Acqmentioning

confidence: 99%

Effects of computerized grapho-phonological training on literacy acquisition and vocabulary knowledge in children with an immigrant background learning German as L2

et al. 2020

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As a consequence of globalization and migration, the number of children receiving literacy instruction in their second language (L2) is high and still increasing. Therefore, teachers need instruction methods that are effective in both L1 and L2 learners. Here, we investigate the effectiveness of a computerized training program combining phoneme perception, phonological awareness, and systematic phonics, in a sample of second-graders (N = 26) instructed in German as L2. Based on prior evidence concerning (1) literacy acquisition in L2 and (2) effects of literacy development on oral language abilities, we expected significant training effects on children’s literacy skills and vocabulary knowledge. The children of the training group worked through the program during school lessons, 20 min per day, for a period of 8 weeks. The controls continued to receive standard classroom instruction. German tests of phonological awareness, reading, spelling, and vocabulary were performed at three time points (pretest, immediate posttest, and follow-up after 9 weeks). Analyses confirmed that improvements in phonological awareness, spelling, and vocabulary between pretest and posttest were stronger in the training group when compared to the controls. For spelling and vocabulary, these effects were still significant at follow-up. Effect sizes were medium to high. For the reading measures, no group differences were found. In sum, the results yield further evidence for the effectiveness of phonics-based literacy instruction in L2 learners, and for the beneficial effects of basic literacy skills on novel word learning.

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Effekte eines Trainings der phonologischen Bewusstheit bei Vorschulkindern mit unterschiedlichem Sprachhintergrund*

Cited by 10 publications

References 26 publications

Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?

Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?

Executive Functions and Language: Their Differential Influence on Mono- vs. Multilingual Spelling in Primary School

Effects of computerized grapho-phonological training on literacy acquisition and vocabulary knowledge in children with an immigrant background learning German as L2

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