Effects of two methods of phonemic awareness training on word reading and spelling in kindergarten children.
Item
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Title
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Effects of two methods of phonemic awareness training on word reading and spelling in kindergarten children.
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Identifier
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AAI9830691
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identifier
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9830691
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Creator
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Castiglioni Spalten, Maria Laura.
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Contributor
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Advisers: Linnea Ehri | Shirley Feldmann | Carol Tittle
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Date
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1998
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Reading | Education, Language and Literature
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Abstract
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The purpose of this study was to examine 2 phonemic awareness training procedures to determine whether either enhanced kindergartners' phonemic awareness, their ability to learn to read words, to decode nonwords, and to generate spellings. One type of training involved teaching children to analyze their mouth movements when they segmented words into sounds, called the mouth condition. A second type of training involved teaching children to segment words into sounds by listening to the sounds, the ear condition. Children with similar preprimer word reading skill and spoken vocabularies were randomly assigned to one of 3 groups, the mouth group, the ear group, or the no-treatment control group. Following training, experimental and control children were given several posttests to assess their phonemic awareness, their ability to learn to read words and to decode nonwords, and their ability to invent spellings of words. Analyses of variance were used to assess effects of training.;Results were in general positive. On the segmentation posttest, trained students outperformed control students to the same extent, indicating that both training procedures were effective in teaching segmentation skill. However, students trained to detect articulatory gestures were much more intrinsically interested and motivated than students trained to detect sounds in words. On the transfer tasks, trained students in both groups spelled more sounds in words than control students, indicating positive transfer to spelling. Trained students did not outperform control students in learning to read words accurately when given several practice trials. However, mouth-trained students outperformed controls in the use of partial letter-sound cues to read words in this task, indicating that articulatory training produced limited transfer to word learning processes. Little if any decoding skill was exhibited on posttests by all of the groups, indicating no transfer effects.;In conclusions, results of this study identify a superior method of teaching phonemic awareness to novice beginners. Training students to segment words into articulatory gestures is as effective as more traditional ways of teaching phonemic awareness, and it is much more motivating. Moreover, the procedures are easy for teachers to learn and the materials are minimal in cost.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
