Phonological awareness intervention and the acquisition of literacy skills in children from deprived social backgrounds

Nancollis, Alex, Lawrie, Barbara-Anne and Dodd, Barbara (2005) Phonological awareness intervention and the acquisition of literacy skills in children from deprived social backgrounds. Language, Speech and Hearing Services in Schools, 36 4: 325-335. doi:10.1044/0161-1461(2005/032)


Author Nancollis, Alex
Lawrie, Barbara-Anne
Dodd, Barbara
Title Phonological awareness intervention and the acquisition of literacy skills in children from deprived social backgrounds
Journal name Language, Speech and Hearing Services in Schools   Check publisher's open access policy
ISSN 1558-9129
Publication date 2005-10
Sub-type Article (original research)
DOI 10.1044/0161-1461(2005/032)
Volume 36
Issue 4
Start page 325
End page 335
Total pages 11
Editor Goldstein, B.
Place of publication Rockville, MD, United States
Publisher American Speech - Language - Hearing Association
Collection year 2005
Language eng
Subject C1
321019 Paediatrics
730204 Child health
321014 Obstetrics and Gynaecology
Formatted abstract
Purpose: This study examined the effect of phonological awareness intervention that focused on syllable and rhyme awareness on the acquisition of literacy and the development of phonological awareness skills 2 years post intervention. The longitudinal study compared two groups Of children from deprived socioeconomic backgrounds in the United Kingdom. One group received a program of phonological awareness intervention and one did not.
Method: Ninety-nine children received a 9-week program of phonological awareness intervention in the Summer term of their final preschool year. These children were then assessed on measures of phonological awareness and language in the first term of their first year at school (M age = 4;7) ([years;months]) and again 2 years later (M age 6;8) on measures of phonological awareness and literacy. One year earlier, a control group of 114 children from the same schools were also assessed at these two points in their schooling on the same measures. This group did not receive any phonological awareness intervention.
Results: At the second assessment, the group of children who received phonological awareness intervention performed better than those children who received no intervention (control group) on rhyme awareness and nonword spelling. Surprisingly, however, the control group pet-formed better than the children who had received intervention on the phoneme segmentation task.
Conclusion: The phonological awareness intervention that was implemented, which focused on enhancing syllable and rhyme awareness, had little effect on later literacy development and may have interfered with the acquisition of phoneme awareness. Implications for intervention with children from deprived socioeconomic backgrounds are discussed in the context of current research.
Keyword Low socioeconomic status
Phonological awareness
Literacy
Applied linguistics
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

 
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Created: Wed, 15 Aug 2007, 05:48:13 EST