Is a specialised training of phonological awareness indicated in every preschool child?

Folia Phoniatrica et Logopaedica

Volumn 60, Issue 2, 2008, Pages 73-79

  Keilmann, Annerose ^a   Wintermeyer, Monika ^b  

^a UNIVERSITY MEDICAL CENTER MAINZ   (Germany)

^b GOETHE UNIVERSITY   (Germany)

Author keywords

Dyslexia, prevention; Hearing disorder; Phonological awareness; Specific training

Indexed keywords

ARTICLE; AWARENESS; CHILD DEVELOPMENT; CONTROLLED STUDY; EDUCATION PROGRAM; HEARING LOSS; HUMAN; LANGUAGE DEVELOPMENT; MAJOR CLINICAL STUDY; MIDDLE EAR DISEASE; PHONETICS; PRESCHOOL CHILD; PRIORITY JOURNAL; READING; SPEECH DEVELOPMENT; TRAINING; WRITING;

CHILD LANGUAGE; CHILD, PRESCHOOL; CURRICULUM; DYSLEXIA; EDUCATION, SPECIAL; FEMALE; GERMANY; HEARING DISORDERS; HUMANS; INTERVENTION STUDIES; LANGUAGE DEVELOPMENT DISORDERS; LINGUISTICS; MALE; MULTILINGUALISM; PATTERN RECOGNITION, PHYSIOLOGICAL; PERCEPTION; PHONETICS; PROSPECTIVE STUDIES; READING; REHABILITATION OF HEARING IMPAIRED; SPEECH DISORDERS; VISION DISORDERS; WRITING;

EID: 39849087241     PISSN: 10217762     EISSN: None     Source Type: Journal    
DOI: 10.1159/000114648     Document Type: Article

References (25)

1. Bradley L, Bryant P: Rhyme and Reason in Reading and Spelling. Ann Arbor, University of Michigan Press, 1985.
2. Lundberg I, Frost J, Petersen OP: Effects of an extensive program for stimulating phonological awareness in preschool children. Read Res Q 1988;23:261-284.
3. Schneider W, Küspert P, Roth E, Visé M: Short- and long-term effects of training phonological awareness in kindergarten: evidence from two German studies. J Exp Child Psychol 1997;66:311-340.
4. Schneider W, Roth E, Küspert P, Ennemoser M: Kurz- und langfristige Effekte eines Trainings der sprachlichen (phonologischen) Bewusstheit bei unterschiedlichen Leistungsgrupppen: Befunde einer Sekundäranalyse. Z Entwicklungspsychol Pädagog Psychol 1998;30:26-39.
5. Schmidtke A, Schaller S, Becker P: Raven Matrizen Test. Coloured Progressive Matrices (CPM). Weinheim, Beltz, 1980.
6. Frank G, Grziwotz P: Dysgrammatiker-Prüfmaterial. Ravensburg, Sprachheilzentrum, 1978.
7. Clahsen H: Die Profilanalyse. Ein linguistisches Verfahren für die Sprachdiagnose im Vorschulalter. Berlin, Marhold, 1986.
8. Fox AV, Dodd BJ: Der Erwerb des phonologischen Systems in der deutschen Sprache. Sprache Stimme Gehör 1999;23:183-191.
9. Schöler H: IDIS - Inventar diagnostischer Informationen bei Sprachentwicklungsauffälligkeiten, ed S. Heidelberg, Universitä tsverlag Winter, 1999.
10. Lockowandt O: Frostigs Entwicklungstest der visuellen Wahrnehmung. Weinheim, Beltz, 1993.
11. Jansen H, Mannhaupt G, Marx H, Skowronek H: Bielefelder Screening zur Früherkennung von Lese-Rechtschreibschwierigkeiten (BISC). Göttingen, Hogrefe, 1999.
12. Küspert P, Schneider W: Hören, lauschen, lernen. Sprachspiele für Kinder im Vorschulalter, ed 2. Göttingen, Vandenhoek & Ruprecht, 2000.
13. Mertens K: Lernprogramm zur Wahrnehmungsförderung. Dortmund, Verlag Modernes lernen, 1988.
14. Küspert P, Schneider W: Würzburger Leise Leseprobe. Göttingen, Hogrefe, 1998.
15. May P: Hamburger Schreib-Probe (HSP1+), ed 5. Hamburg, Verlag für pädagogische Medien, 1998.
16. Sprigevica A, Hoien T: Early phonological skills as a predictor of reading acquisition: a follow-up study from kindergarten to the middle of grade 2. Scand J Psychol 2003;44: 119-124.
17. Niemi P, Poskiparta E: Shadows over phonological awareness training: resistant learners and dissipating gains; in Hjelmquist E, von Euler C (eds): Dyslexia and Literacy. London, Whurr, 2002, pp 84-99.
18. Bus AG, van Ijzendoorn MH: Phonological awareness and early reading: a meta-analysis of experimental training studies. J Educ Psychol 1999;91:403-414.
19. Cunningham A: Explicit versus implicit instruction in phonemic awareness. J Exp Child Psychol 1990;50:429-444.
20. Hatcher PJ, Hulme C, Ellis AW: Ameliorating early reading failure by integrating the teaching of reading and phonological skills: the phonological linkage hypothesis. Child Dev 1994;65:41-47.
21. Bishop DVM, Adams C: A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. J Child Psychol Psychiatry 1990;31:1027-1050.
22. Leitao S, Fletcher J: Literacy outcomes for students with speech impairment: long-term follow-up. Int J Lang Commun Disord 2004; 39:245-256.
23. Rvachew S: Longitudinal predictors of implicit phonological awareness skills. Am J Speech Lang Pathol 2006;15:165-176.
24. Marx P, Weber J, Schneider W: Phonologische Bewusstheit und ihre Förderung bei Kindern mit Störungen der Sprachentwicklung. Z Entwicklungspsychol Pädagog Psychol 2005;37:80-90.
25. Hesketh A: Early literacy achievement of children with a history of speech problems. Int J Lang Commun Disord 2005;39:453-468.