Long‐term effects of computer training of phonological awareness in kindergarten

Eliane Segers · Ludo T. W. Verhoeven

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Reading and Literacy Development Early Childhood Education and Development Language Development and Disorders

Abstract

Abstract The present study examined the long‐term effects of a computer intervention for the development of phonological awareness in Dutch kindergartners. Native Dutch and immigrant children worked with the software 15 min/week during one school year. Following a pretest – interim test – post‐test – retention test design, the effects on rhyming, phonemic segmentation, auditory blending, and grapheme knowledge were assessed. The intervention showed significant immediate effects on rhyming and grapheme knowledge. The time spent on the computer games also correlated with the learning gains for the experimental group. In the first grade, retention effects were demonstrated after 4 months of formal reading education.

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References

1991Handbook of reading research 1998Preventing Reading Difficulties in Young Children 1987The nature of phonological processing and its causal role in the acquisition of reading skills.1983Categorizing sounds and learning to read—a causal connection 1995Phonological recoding and self-teaching: sine qua non of reading acquisition 2001Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis 1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children 1991Designing Experiments and Analysing Data: A Model Comparison Perspective.

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