Evaluation of long term effects of phonemic awareness training in kinderarten: Illustrations of some methodological problems in evaluation research

Åke Olofsson · Ingvar Lundberg

78 citations0/0 files storedScandinavian Journal of Psychology

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

Abstract

The long‐term effects of phonemic awareness training in kindergarten were evaluated by studying various aspects of reading, spelling, and oral phonological skills in school. In the kindergarten‐part of the study 95 children divided into three experimental and two control groups took part. One year later 83 of them were identified and tested in school. The children who participated in the phonemic training program seemed to have benefited from it to some extent. At least they improved their scores on phonemic synthesis tests in school. Some children in the middle and high range of pretest performance seem to have avoided a risk for reading failure to a greater extent than the corresponding children in the control groups. It is suggested that phonemic training contributes to the development of accurate concepts of reading in the preschool child and makes the child less confused when confronted with formal reading instruction in school. Great variances, ceiling effects, and group heterogeneity created many difficulties in evaluating the training effects. The various methodological problems implied in evaluation research with nonequivalent control group design were analysed and illustrated with data from the present research.

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References

1983Categorizing sounds and learning to read—a causal connection 1985Reading Research Advances in Theory and Practice 1979Does awareness of speech as a sequence of phones arise spontaneously?1978The Case Against Statistical Significance Testing 2013Theory and Practice of Early Reading 1980Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten 19731. Segmentation of the spoken word and reading acquisition 1980Teaching decoding with an emphasis on phoneme analysis and phoneme blending.

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1997A reading-level match study of phonemic processes underlying reading disabilities in a transparent orthography 1996Phonologic awareness and literacy abilities in nonspeaking preschool children with cerebral palsy 1989Phonemic Deficits: A Core Symptom of Developmental Dyslexia?1997Language and literacy in nonvocal children with cerebral palsy 2003Phonological Awareness Instruction for Middle School Students with Learning Disabilities

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