In the present investigation, the effects of two types of phonological awareness training programs on word learning in young children were examined. Forty-eight non-reading kindergartners completed training. The study, a repeated measures design, consisted of three experimental conditions. Condition 1 (the AB group) involved phonological awareness training that included analysis and blending activities. Condition 2 (the B group) involved training that included only blending activities. Condition 3 (C group) consisted of a variety of language experience activities. Major hypotheses were focused on the differential effects of two training programs in facilitating development of explicit phonological awareness skills, generalization of awareness skills to performance on academic-related tasks involving phonemic knowledge, and generalization to word learning on a reading analogue task. A regression technique was used to evaluate the subjects' performances on several dependent measures categorized as direct phonological awareness tasks (segmenting and blending), academic-related tasks (experimental reading and spelling, letter-sound association, Woodcock Word Attack and Word Identification tests), and a reading analogue task. Consistent with the hypothesis, the AB combination training group performed significantly better than the language experience control on the posttreatment segmenting task. The AB and B groups outperformed the C group on the blending skill measure and a novel segmenting-like phoneme elision task. With respect to academic-related measures, significant results were obtained for only one posttest. AB and B groups performed better than the control group on the experimental reading task. The most dramatic results occurred for the paired associate reading analogue task. Even though the largest effect in the study was produced by the blending / training only condition (B group), only the AB group demonstrated significantly better word learning ability than did the C group. These findings suggest that a phonological awareness training program in which both segmenting and blending skills are taught is the most effective approach for enhancement of early developing reading skills in kindergarten children. / Source: Dissertation Abstracts International, Volume: 52-09, Section: A, page: 3226. / Major Professor: Joseph K. Torgesen. / Thesis (Ph.D.)--The Florida State University, 1991.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76483 |
| Contributors | Morgan, Sharon Tristan., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 132 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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