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| Research article summary (published 30 May 2002): |
Emergent literacy skills and training time uniquely predict variability in responses to phonemic awareness training in disadvantaged kindergartners.
Full Abstract
The factors that predicted variability in responses to phonemic awareness training were investigated in kindergartners who live in poverty. Treatment children (n=42) received both analytic and synthetic phonemic awareness computer-assisted instruction, while controls (n=34) received no special training. Mean age of participants was approximately 5 years 7 months. Pretests included initial phonemic awareness, letter knowledge, word-level reading, invented spelling, vocabulary knowledge, and print concepts. Spelling skills emerged as the best consistent predictor of variability in phonemic awareness in response to instruction. We propose that relations between phonemic awareness and spelling skills are bidirectional:
Spelling influenced growth in phonemic awareness and phonemic awareness contributed to growth in spelling skills. The amount of exposure that children had to the treatment intervention contributed uniquely to individual differences in posttest levels of phonemic awareness and spelling.
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Author information
Author/s: Hecht, Steven A (SA); Close, Linda (L);
Affiliation: Division of Psychology, Florida Atlantic University, 2912 College Avenue, Davie, FL 33314, USA. shecht(-atsign-)fau.edu
Journal and publication information
Publication Type: Journal Article
Journal: Journal of experimental child psychology (J Exp Child Psychol), published in United States. (Language: eng)
Reference: 2002-Jun; vol 82 (issue 2) : pp 93-115
Dates: Created 2002/06/26; Completed 2002/10/10; Revised 2004/11/17;
PMID: 12083791, status: MEDLINE (last retrieval date: 11/6/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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