Background

For young children experiencing phonological awareness (PA) difficulties, the need for early and targeted intervention to prevent reading disability is unequivocal. There are very few studies, however, on the efficacy of PA interventions delivered at school.

Aims

This study examined the impact of an early PA intervention embedded within an oral language program designed for at-risk kindergartners.

Methods

Using a quasi-experimental pretest/posttest design, at-risk readers from four schools received either the 10-week intervention in small groups, three times a week for 30 min as a supplement to the regular classroom curriculum or served as controls not participating in the intervention and receiving the usual classroom instruction.

Results

Children in the intervention group demonstrated a greater use of phonological awareness at posttest on overall composites of phonological processing, and on several individual accuracy and fluency measures targeting skills at the phoneme level.

Conclusions

The results add to accumulating evidence on the efficacy and effectiveness of teacher-delivered school-based early literacy interventions.

中文翻译：

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使用Talking Tables提高有风险的幼儿园读者的语音意识

背景

对于遇到语音意识 (PA) 困难的幼儿，明确需要早期和有针对性的干预以防止阅读障碍。然而，很少有关于在学校提供的 PA 干预效果的研究。

宗旨

这项研究检查了嵌入为有风险的幼儿园儿童设计的口语课程中的早期 PA 干预的影响。

方法

使用准实验前测/后测设计，来自四所学校的高危读者要么接受为期 10 周的小组干预，每周 3 次，每次 30 分钟，作为常规课堂课程的补充，要么作为不参与的对照干预和接受通常的课堂教学。

结果

干预组的儿童在后测中对语音处理的整体组合以及针对音素水平技能的几种个人准确性和流畅性措施表现出更多地使用语音意识。

结论

结果增加了关于教师提供的以学校为基础的早期识字干预有效性和有效性的证据。