ABSTRACT

This study examines the impact of a systematic teaching programme of phonological awareness (PA) skills on children’s pre-reading skills where English is taught as Second Language in a school in Beirut, Lebanon. Four Kindergarten classes (two experimental and two control) participated in the study. Instruments included intervention programme, observations, evaluation checklists, interviews, and PA skills tests. Pre-tests were administered to both groups. The former received a 12-week intervention. Post-tests revealed that children in the experimental group exhibited significant improvement in PA skills and substantial improvement compared to their initial baseline performance results. Findings provide educators with an understanding of PA skills and ways to promote their development at the preschool level.

摘要

本研究考察了黎巴嫩贝鲁特一所学校将英语作为第二语言教授的语音意识 (PA) 技能系统教学计划对儿童预读技能的影响。四个幼儿园班级（两个实验班和两个控制班）参加了这项研究。工具包括干预计划、观察、评估清单、访谈和 PA 技能测试。对两组进行了预测试。前者接受了为期 12 周的干预。事后测试表明，与最初的基线表现结果相比，实验组的儿童在 PA 技能方面表现出显着提高，并有显着提高。调查结果使教育工作者了解 PA 技能和促进他们在学前阶段发展的方法。