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作者 Faroga, Iuliana Elena
書名 Prerequisites for reading proficiency in preschoolers
國際標準書號 9780494167397
book jacket
說明 129 p
附註 Source: Masters Abstracts International, Volume: 45-01, page: 0048
Thesis (M.A.)--Wilfrid Laurier University (Canada), 2006
The impact of a training program that combined phonological awareness activities with instruction in the alphabetic principle and teaching of basic vocabulary items (Zimmer, 2003) and commonly used words in school (Scarborough, 2003) was evaluated through a repeated measures design with a control group. The intervention targeted low-income preschool English-as-a-second language children (ESL) and low-income English speaking children, as well as middle-class ESL children. The results show that the children participating in the intervention group showed significantly better performance on phonological awareness and trained vocabulary measures than children in the control group. Additionally, ESL trained children demonstrated significantly better performance on sight word recognition than children in the ESL control group. The positive effects of training on selected vocabulary items (Scarborough vocabulary) did not transfer to untrained vocabulary. Educational implications of these findings are discussed
School code: 1101
DDC
Host Item Masters Abstracts International 45-01
主題 Education, Early Childhood
Education, Educational Psychology
Education, Reading
0518
0525
0535
Alt Author Wilfrid Laurier University (Canada)
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