Transfer among phonological tasks in kindergarten: Essential instructional content.

Rollanda E. O’Connor · Joseph R. Jenkins · Timothy A. Slocum

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

Abstract

The construct of phonological awareness was explored by examining the effects of instructional treatments on the development of specific and generalized phonological skills for kindergarten children. Sixty-six children with low phonological manipulation skills were randomly assigned to 1 of 2 treatments or a control condition: (a) auditory blending and segmenting with limited letter–sound correspondences; (b) a global array of phonological tasks, with letter–sound correspondences; or (c) only letter–sound instruction. Children in both treatments showed improved phonological abilities, which transferred to a reading analog task. Treated children achieved a level of phonological awareness comparable to that of higher skilled children. The combination of blending and segmenting instruction encouraged generalized phonological awareness; however, the ability to blend and segment accounted for more variance in reading analog scores than did other phonological tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)

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2000Designing High-Quality Research in Special Education 2005Layers of Reading Intervention in Kindergarten Through Third Grade 1996Assessment for instructional decisions: Toward a proactive/prevention model of decision-making for early literacy skills.1996Ladders to Literacy: The Effects of Teacher-Led Phonological Activities for Kindergarten Children with and without Disabilities

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