Effects of a kindergarten phonological awareness intervention on grade one reading achievement among Spanish-speaking children from low-income families

Abstract There is little knowledge about the effects of kindergarten Spanish phonological awareness interventions on literacy outcomes of grade one children from vulnerable environments. To fill this gap, this study evaluates the effects of a kindergarten phonological awareness intervention on grade...

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Autores principales:	Porta,María Elsa, Ramírez,Gloria, Dickinson,David K.
Lenguaje:	English
Publicado:	Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje 2021
Materias:	Intervention phonological awareness Spanish-speaking children spelling reading.
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342021000200409
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spelling	oai:scielo:S0718-093420210002004092021-07-28Effects of a kindergarten phonological awareness intervention on grade one reading achievement among Spanish-speaking children from low-income familiesPorta,María ElsaRamírez,GloriaDickinson,David K. Intervention phonological awareness Spanish-speaking children spelling reading. Abstract There is little knowledge about the effects of kindergarten Spanish phonological awareness interventions on literacy outcomes of grade one children from vulnerable environments. To fill this gap, this study evaluates the effects of a kindergarten phonological awareness intervention on grade one literacy skills in Spanish speaking children (N = 178) from low-income neighborhoods in Argentina. The three-month program delivered at the beginning of kindergarten included 34 lessons focused on phoneme segmentation, categorization, and blending, and letter-sound knowledge. Using a pretest-posttest comparison-group design, measures of phonological awareness, word reading, and spelling were collected before the intervention, immediately after the intervention, and one year later when children were finishing grade one. In addition, reading comprehension was examined at the end of grade one. Results reveal that the intervention had significant effects on phonological awareness, letter-sound knowledge, word reading, spelling, and reading comprehension. These findings suggest that a systematic, phonological awareness intervention program delivered during kindergarten to native speakers of Spanish has a positive impact on their grade one literacy outcomes.info:eu-repo/semantics/openAccessPontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del LenguajeRevista signos v.54 n.106 20212021-08-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342021000200409en10.4067/S0718-09342021000200409
institution	Scielo Chile
collection	Scielo Chile
language	English
topic	Intervention phonological awareness Spanish-speaking children spelling reading.
spellingShingle	Intervention phonological awareness Spanish-speaking children spelling reading. Porta,María Elsa Ramírez,Gloria Dickinson,David K. Effects of a kindergarten phonological awareness intervention on grade one reading achievement among Spanish-speaking children from low-income families
description	Abstract There is little knowledge about the effects of kindergarten Spanish phonological awareness interventions on literacy outcomes of grade one children from vulnerable environments. To fill this gap, this study evaluates the effects of a kindergarten phonological awareness intervention on grade one literacy skills in Spanish speaking children (N = 178) from low-income neighborhoods in Argentina. The three-month program delivered at the beginning of kindergarten included 34 lessons focused on phoneme segmentation, categorization, and blending, and letter-sound knowledge. Using a pretest-posttest comparison-group design, measures of phonological awareness, word reading, and spelling were collected before the intervention, immediately after the intervention, and one year later when children were finishing grade one. In addition, reading comprehension was examined at the end of grade one. Results reveal that the intervention had significant effects on phonological awareness, letter-sound knowledge, word reading, spelling, and reading comprehension. These findings suggest that a systematic, phonological awareness intervention program delivered during kindergarten to native speakers of Spanish has a positive impact on their grade one literacy outcomes.
author	Porta,María Elsa Ramírez,Gloria Dickinson,David K.
author_facet	Porta,María Elsa Ramírez,Gloria Dickinson,David K.
author_sort	Porta,María Elsa
title	Effects of a kindergarten phonological awareness intervention on grade one reading achievement among Spanish-speaking children from low-income families
title_short	Effects of a kindergarten phonological awareness intervention on grade one reading achievement among Spanish-speaking children from low-income families
title_full	Effects of a kindergarten phonological awareness intervention on grade one reading achievement among Spanish-speaking children from low-income families
title_fullStr	Effects of a kindergarten phonological awareness intervention on grade one reading achievement among Spanish-speaking children from low-income families
title_full_unstemmed	Effects of a kindergarten phonological awareness intervention on grade one reading achievement among Spanish-speaking children from low-income families
title_sort	effects of a kindergarten phonological awareness intervention on grade one reading achievement among spanish-speaking children from low-income families
publisher	Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje
publishDate	2021
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342021000200409
work_keys_str_mv	AT portamariaelsa effectsofakindergartenphonologicalawarenessinterventionongradeonereadingachievementamongspanishspeakingchildrenfromlowincomefamilies AT ramirezgloria effectsofakindergartenphonologicalawarenessinterventionongradeonereadingachievementamongspanishspeakingchildrenfromlowincomefamilies AT dickinsondavidk effectsofakindergartenphonologicalawarenessinterventionongradeonereadingachievementamongspanishspeakingchildrenfromlowincomefamilies
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Effects of a kindergarten phonological awareness intervention on grade one reading achievement among Spanish-speaking children from low-income families

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