Phoneme segmentation training: Effect on reading readiness |
| |
| Authors: | Eileen W Ball Benita A Blachman |
| |
| Institution: | (1) LeMoyne College, Syracuse, New York;(2) Syracuse University, Syracuse, New York |
| |
| Abstract: | Recent evidence suggests that the ability to segment words into phonemes is significantly related to reading success, and
that training in phoneme segmentation appears to have a positive influence on beginning reading. In this study, we evaluated
the effect on reading readiness of phoneme segmentation training in kindergarten. Ninety nonreaders with PPVT-R standard scores
of 78 or higher were randomly selected from six kindergarten classrooms and assigned to one of three treatment conditions:
a) phoneme segmentation group; b) language activities group (control group I); and c) no intervention (control group II).
The phoneme segmentation group received seven weeks of instruction in segmentation and in letter names and sounds. Also for
seven weeks, the language activities group received the identical instruction in letter names and sounds and additional language
activities. Prior to the intervention, the three groups did not differ in age, sex, race, PPVT-R phoneme segmentation, letter
name and letter sound knowledge, or reading ability. After the intervention, the phoneme segmentation group outperformed both
control groups on phoneme segmentation and reading measures. This study provides additional strong support for including phoneme
segmentation training in the kindergarten curriculum. Clinical suggestions for teachers are included.
This project was supported in part by USDE grant # G008630421 and a Syracuse University Senate Research Grant. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
