MARC 主機 00000nam  2200325   4500 
001    AAIMR16739 
005    20070807074208.5 
008    070807s2006                        eng d 
020    9780494167397 
035    (UMI)AAIMR16739 
040    UMI|cUMI 
100 1  Faroga, Iuliana Elena 
245 10 Prerequisites for reading proficiency in preschoolers 
300    129 p 
500    Source: Masters Abstracts International, Volume: 45-01, 
       page: 0048 
502    Thesis (M.A.)--Wilfrid Laurier University (Canada), 2006 
520    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 
590    School code: 1101 
590    DDC 
650  4 Education, Early Childhood 
650  4 Education, Educational Psychology 
650  4 Education, Reading 
690    0518 
690    0525 
690    0535 
710 20 Wilfrid Laurier University (Canada) 
773 0  |tMasters Abstracts International|g45-01 
856 40 |u