Long-term effects of computer training of phonological awareness in kindergarten

Journal of Computer Assisted Learning

Volumn 21, Issue 1, 2005, Pages 17-27

  Segers, Eliane ^a   Verhoeven, Ludo ^a  

^a RADBOUD UNIVERSITY NIJMEGEN   (Netherlands)

Author keywords

CD ROM; Control group; Experiment; Kindergarten; Multimedia; Phonological awareness; Second language learning

Indexed keywords

EID: 14544303705     PISSN: 02664909     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1365-2729.2005.00107.x     Document Type: Article

References (31)

1. Atkinson R.C. (1974) Teaching children to read using a computer. American Psycholigist 29, 169-178.
2. Ball E.W. & Blachman B.A. (1991) Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly 24, 49-66.
3. Barker T.A. & Torgesen J.K. (1995) An evaluation of computer-assisted instruction in phonological awareness with below average readers. Journal of Educational Computing Research 13, 89-103.
4. Bialystok E. & Herman J. (1999) Does bilingualism matter for early literacy. Bilingualism: Language and Cognition 2, 35-44.
5. Blachman B.A. (2000) Phonological awareness. In Handbook of Reading Research, Vol. III, eds M.L. Kamil, P.B. Mosenthal, P.D. Pearson & R. Barr), pp. 483-501. Lawrence Erlbaum Associates, Mahwah, NJ.
6. Bowey J.A. (1994) Phonological sensitivity in novice readers and nonreaders. Journal of Experimental Child Psychology 58, 134-159.
7. Bradley L. & Bryant P.E. (1983) Categorizing sounds and learning to read - a causal connection. Nature 301, 419-422.
8. Bradley L. & Bryant P.E. (1985) Rhyme and Reason in Reading and Spelling. University of Michigan Press, Ann Arbor, MI.
9. Bus A.G. & Van Uzendoorn M.H. (1999) Phonological awareness and early reading: a meta-analysis of experimental training studies. Journal of Educational Psychology 91, 403-414.
10. Ehri L.C., Nunes S.R., Willows D.M., Schuster B.V., Yaghiub-Zadeh Z. & Shanahan T. (2001) Phonemic awareness instruction helps children learn to read: evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly 36, 250-287.
11. Foster K.C., Erickson G.C., Foster D.F., Brinkman D. & Torgesen J.K. (1994) Computer administered instruction in phonological awareness: evaluation of the Daisyquest program. The Journal of Research and Development in Education 27, 126-137.
12. Labbo L.D. (1996) A semiotic analysis of young children's symbol making in a classroom computer center. Reading Research Quarterly 31, 356-385.
13. Lundberg I., Frost J. & Peterson O.P. (1988) Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly 23, 261-284.
14. Maxwell S.E. & Delaney H.D. (1990) Designing Experiments and Analyzing Data. A Model Comparison Perspective. Brooks/Cole Publishing Company, Pacific Grove, CA.
15. McGuinness D., McGuinness C. & Donohue J. (1995) Phonological training and the alphabet principle: evidence for reciprocal causality. Reading Research Quarterly 30, 830-852.
16. Mioduser D., Tur-Kaspa H. & Leitner I. (2000) The learning value of computer-based instruction of early reading skills. Journal of Computer Assisted Learning 16, 54-63.
17. Perfetti C.A., Beck I., Bell L. & Hughes C. (1987) Phonemic knowledge and learning to read are reciprocal: a longitudinal study of first grade children. Merrill-Palmer Quarterly 33, 283-319.
18. Reitsma P. & Wesseling R. (1998) Effects of computer-assisted training of blending skills in kindergartners. Scientific Studies of Reading 2, 301-320.
19. Segers E. & Verhoeven L. (2002) Multimedia support in early literacy learning. Computers and Education 39, 207-221.
20. Segers E. & Verhoeven L. (2003) Effects of vocabulary computer training in kindergarten. Journal of Computer Assisted Learning 19, 559-568.
21. Share D.L. (1995) Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition 55, 151-218.
22. Share D.L., Jorm A.F., Maclean R. & Matthews R. (1984) Sources of individual differences in reading acquisition. Journal of Educational Psychology 76, 1309-1324.
23. Snow C.E., Burns M.S. & Griffin P. (1998) Preventing Reading Difficulties in Young Children. National Academy Press, Washington, DC.
24. Treiman R. & Zukowski A. (1996) Children's sesitivity to syllables, onsets, rimes, and phonemes. Journal of Experimental Child Psychology 61, 193-215.
25. Verhoeven L. (1987) Ethnic Minority Children Acquiring Literacy. Floris Publications, Dordrecht.
26. Verhoeven L. (1995) Drie Minuten Toets en Toets voor Auditieve Synthese en Grafementoets (Three Minutes Test and Test for Blending and Grapheme Knowledge Test). CITO, Arnhem.
27. Verhoeven L. (2000) Components in early second language reading and spelling. Scientific Studies of Reading 4, 313-330.
28. Verhoeven L. & Narain G. (1996) Ontwikkeling van tweetaligheid bij allochtone kleuters. (Bilingual development of immigrant kindergartners.). Tijdschrift voor Onderwijsresearch 21, 54-80.
29. Verhoeven L. & Van Kuyk J.J. (1991) Peiling van conceptuele en metalinguïstische kennis bij de aanvang van het basisonderwijs. (Assessment of conceptual and phonological knowledge at the entrance of kindergarten.). Pedagogische Studiën 68, 415-425.
30. Wagner R.K. & Torgesen J.K. (1987) The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin 101, 192-212.
31. Yopp H.K. & Yopp R.H. (2000) Supporting phonemic awareness development in the classroom. The Reading Teacher 54, 130-143.