Development of phonological awareness during the preschool year: the influence of gender and socio-economic status

Development of phonological awareness during the preschool year: the influence of gender and... Phonological awareness is a critical enabling skill in learning to read, often developed outside the context of formal reading instruction. More than 2,000 6-year-old children were tested on phonological awareness at two occasions during the preschool year in two cohorts. Between the assessments, a training program was implemented. A two-level path model was applied. More frequent training sessions were connected to higher gains of test scores especially for children with low initial scores in the first cohort. A clear gender effect was also observed. There were more boys with very low initial scores and more girls among the top scorers. A clear SES-effect indicated the influence of early language stimulation. Children who already at the beginning of the preschool year had grasped the alphabetic code had the highest initial scores on the test. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Development of phonological awareness during the preschool year: the influence of gender and socio-economic status

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Publisher
Springer Journals
Copyright
Copyright © 2010 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-010-9269-4
Publisher site
See Article on Publisher Site

Abstract

Phonological awareness is a critical enabling skill in learning to read, often developed outside the context of formal reading instruction. More than 2,000 6-year-old children were tested on phonological awareness at two occasions during the preschool year in two cohorts. Between the assessments, a training program was implemented. A two-level path model was applied. More frequent training sessions were connected to higher gains of test scores especially for children with low initial scores in the first cohort. A clear gender effect was also observed. There were more boys with very low initial scores and more girls among the top scorers. A clear SES-effect indicated the influence of early language stimulation. Children who already at the beginning of the preschool year had grasped the alphabetic code had the highest initial scores on the test.

Journal

Reading and WritingSpringer Journals

Published: Sep 26, 2010

References

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