Effects of two types of phonological awareness training on word learning in kindergarten children.

Joseph K. Torgesen · Sharon T. Morgan · Charlotte Davis

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

Abstract

The effects of two types of oral-language training programs on development of phonological awareness skills and word learning ability was examined. One of the training programs provided explicit instruction on both analytic (segmenting) and synthetic (blending) phonological tasks; the other program trained synthetic skills only. Effects of these programs were contrasted with a language-experience control group that received no phonologically oriented training. Forty-eight kindergarten children participated in small-group training sessions 3 times per week for 7-8 weeks

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References

1987The nature of phonological processing and its causal role in the acquisition of reading skills.1991Phonological skills and learning to read 1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children 1985Rhyme and Reason in Reading and Spelling 1984Assessing phonological awareness in kindergarten children: Issues of task comparability 1984Sources of individual differences in reading acquisition.1987Phonological Coding, Phonological Awareness, and Reading Ability: Evidence from a Longitudinal and Experimental Study.1962A developmental study of the discrimination of letter-like forms.

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2000Training phonological skills and letter knowledge in children at risk for dyslexia: A comparison of three kindergarten intervention programs.2005Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language.2006Who Are the Young Children for Whom Best Practices in Reading Are Ineffective?2008Dynamic Assessment and Response to Intervention 2013

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