Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms

Blachman, Benita A.; Ball, Eileen Wynne; Black, Rochella; Tangel, Darlene M.

doi:10.1007/bf01027275

Cited by 169 publications

(122 citation statements)

References 43 publications

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“…These findings are in line with previous results (for example, Ball & Blachman, 1988;Blachman et al, 1994;Olfsson & Lundberg, 1983;Brennan & Ireson, 1997;Kerstholt, Van Bon, & Schereuder, 1997;Gustafson, Ferreira, & Ronnberg, 2007). The other intervention group, morphological intervention, showed a similar pattern of results.…”

Section: Discussionsupporting

confidence: 83%

“…This finding is rather surprising since previous studies found that phonological intervention programs in kindergarten do enhance reading abilities in 1 st graders (for example, Brennan & Ireson, 1997;Ball & Blachman, 1988;Blachman et al, 1994). No published studies, known to the authors, reported that phonological or morphological training did not enhance reading or spelling abilities.…”

Section: Reading Abilitiescontrasting

confidence: 48%

“…It is widely known that there is a strong link between reading development and linguistic awareness (Bradley & Bryant, 1983;Blachman, Ball, Black, & Tangel, 1994;Brennan & Ireson, 1997;Mann, 1998;Lundberg, 2009), and that the measures for phonological awareness taken prior to reading instruction predict later reading ability (Lyster, 2002). In contrast, little research has been conducted on the correlation between morphological abilities and reading.…”

Section: Introductionmentioning

confidence: 99%

“…This setting might have intervened with the ability of the researchers to administer the tests, and with the ability of children to stay focused on the tasks during the tests as well as during the interventions. For the same reasons, and for lack of resources, the number of children when teaching the training programs was ten on average, while most of the intervention studies mentioned in this paper used small groups (three to five children in each group) in their intervention (see for example, Arnbak & Elbro, 2000;Ball & Blachman, 1988;Blachman et al, 1994;Lyster, 2002).…”

Section: Reading Abilitiesmentioning

confidence: 99%

“…Studies have shown clear evidence that individual differences in phonological awareness predict individual differences in reading in all languages so far studied (e.g., English, German, Swedish;Goswami, 2008). Furthermore, several studies found that training for phonological awareness assists in the development of reading (Blachman et al, 1994;Bradley & Bryant, 1983Brennan & Ireson, 1997;Lundberg, 2009;Olfsson & Lundbirg, 1983).…”

Section: Phonological Awarenessmentioning

confidence: 99%

See 4 more Smart Citations

Longitudinal Data on the Relations of Morphological and Phonological Training to Reading Acquisition in First Grade: The Case of Arabic Language

Dallasheh-Khatib¹,

Ibrahim²,

Karni³

2014

PSYCH

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The purpose of this study was to examine the development of morphological and phonological awareness and their impact on later reading skills. Two training programs (morphological and phonological awareness) were conducted in kindergarten and were compared to no-intervention control group. Phonological and morphological tests and other general abilities were measured for 90 children at kindergarten as pre and post intervention tests. Tests in reading and spelling were carried out at the middle of grade 1. Results showed that the morphological and the phonological intervention programs enhanced both phonological and morphological awareness, in comparison to the control group, with a small advantage for the morphological group. In grade 1, no significant differences were found between the intervention groups and the control group in reading and spelling measures. Altogether the results of the current study suggest that the intervention programs were less effective than expected in the first graders compared to results of Carlisle (

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Section: Discussionsupporting

confidence: 83%

Section: Reading Abilitiescontrasting

confidence: 48%

Section: Introductionmentioning

confidence: 99%

Section: Reading Abilitiesmentioning

confidence: 99%

Section: Phonological Awarenessmentioning

confidence: 99%

See 3 more Smart Citations

Longitudinal Data on the Relations of Morphological and Phonological Training to Reading Acquisition in First Grade: The Case of Arabic Language

Dallasheh-Khatib¹,

Ibrahim²,

Karni³

2014

PSYCH

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The current state of science and the future of specific reading disability

Lyon

Chhabra

1996

Ment. Retard. Dev. Disabil. Res. Rev.

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Phonological Awareness Training: a New Approach to Phonics Teaching

Frederickson

Wilson

1996

Dyslexia

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This paper describes the development of a phonological awareness training programme (PAT) which is based on the use of analogies for learning to read and spell new words. The programme adopts a generative skills approach to reading and spelling. An evaluation study of the PAT programme took place in Buckinghamshire in 1993/4 together with a follow-up study in 1995. The results of these studies suggested that phonological awareness training which incorporates reading, spelling, and writing can form a useful part of a literacy programme for children with reading difficulties. Significant improvements in reading and spelling were found in the children who had followed the PAT programme. In addition to this, phonological skills such as rhyme fluency and spoonerisms, as measured by the Phonological Assessment Battery (PhAB), also showed significant improvement. The problems of helping children to develop syllabification skills is discussed. A description is given of our current developmental work on a rime based syllabification programme for children with specific learning difficulties. F Currently the theoretical accounts of dyslexia best supported by empirical evidence are those which identify the central cognitive deficit as phonological in nature (Stanovich, 1988;Frith, 1995;Rack, 1995). Research, such as that conducted by Nicolson and Fawcett (1995), which challenges the phonological deficit hypothesis as providing a sufficient account of developmental dyslexia, nevertheless supports the importance of significant and lasting phonological difficulties as a characteristic feature. Recent research has also built a convincing account of the causal links between phonological processing and the development of reading skills. Early correlational studies had highlighted a close * association between phonological processing and reading development (Stanovich, Cunningham and Freeman, 1984;Stanovich, Nathan and Vala-Rossi, 1986). However, the reciprocal nature of this relationship, where phonological skill and reading interact and facilitate each other, had also been highlighted (Bedelson, 1986;Cataldo and Ellis, 1988). Longitudinal studies indicated that pre-schoolers' phonological skills were predictive of their subsequent acquisition of literacy skills (Bradley and Bryant, 1983; Torgesen, Wagner and Rashotte, 1994). However, it was recognized that this link might not be direct, but might instead be mediated by a third factor which contributed to the development both of early phonological skills and beginning literacy skills.The most compelling evidence for a causal relationship has come from intervention studies. A number of early intervention studies have found that providing young children with phonological skills training can facilitate the acquisition of reading skills (Cunningham, 1990; Bladunan ef al., 1994). Furthermore, a number of remediation studies have reported that the inclusion of phonological skills training in literacy skills development programmes enhances the progress of 6-7 year olds who have been iden...

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Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms

Cited by 169 publications

References 43 publications

Longitudinal Data on the Relations of Morphological and Phonological Training to Reading Acquisition in First Grade: The Case of Arabic Language

Longitudinal Data on the Relations of Morphological and Phonological Training to Reading Acquisition in First Grade: The Case of Arabic Language

The current state of science and the future of specific reading disability

Phonological Awareness Training: a New Approach to Phonics Teaching

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