Long-Term Outcome of Oral Language and Phonological Awareness Intervention with Socially Disadvantaged Preschoolers: The Impact on Language and Literacy

Autor/inn/en	Henning, Caroline; McIntosh, Beth; Arnott, Wendy; Dodd, Barbara
Titel	Long-Term Outcome of Oral Language and Phonological Awareness Intervention with Socially Disadvantaged Preschoolers: The Impact on Language and Literacy
Quelle	In: Journal of Research in Reading, 33 (2010) 3, S.231-246 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
Schlagwörter	Reading Comprehension; Listening Comprehension; Reading Difficulties; Early Intervention; Oral Language; Disadvantaged Youth; Phonological Awareness; Vocabulary Development; Preschool Children; Outcomes of Education; Grammar; Foreign Countries; Program Effectiveness; Australia + Suchen Sie Ihr Suchwort? Leseverstehen; Hörverständnis; Reading difficulty; Leseschwierigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Benachteiligter Jugendlicher; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernleistung; Schulerfolg; Grammatik; Ausland; Australien
Abstract	Early intervention aims to prevent poor literacy outcomes associated with social disadvantage. This study examined whether the short-term positive effect of a preschool classroom-based oral language and phonological awareness (PA) programme was maintained and transferred to literacy 2 years later. The vocabulary knowledge, grammatical skill, auditory comprehension and reading comprehension of 54 6-7-year-old Australian children who attended school in a low-socioeconomic area were measured. Children's PA abilities were also assessed and are reported elsewhere. There were no significant differences between children who had received intervention in preschool and those who had not, with the entire cohort performing below the average range of the general population. The findings indicated that while generating short-term positive effects, intervention in preschool did not enhance socially disadvantaged children's language and literacy achievement in the long term. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10