Department of Educational Psychology and Leadership Studies, University of Victoria, Canada.
Department of Educational Psychology and Leadership Studies, University of Victoria, Canada.
Res Dev Disabil. 2021 Aug;115:103996. doi: 10.1016/j.ridd.2021.103996. Epub 2021 Jun 8.
For young children experiencing phonological awareness (PA) difficulties, the need for early and targeted intervention to prevent reading disability is unequivocal. There are very few studies, however, on the efficacy of PA interventions delivered at school.
This study examined the impact of an early PA intervention embedded within an oral language program designed for at-risk kindergartners.
Using a quasi-experimental pretest/posttest design, at-risk readers from four schools received either the 10-week intervention in small groups, three times a week for 30 min as a supplement to the regular classroom curriculum or served as controls not participating in the intervention and receiving the usual classroom instruction.
Children in the intervention group demonstrated a greater use of phonological awareness at posttest on overall composites of phonological processing, and on several individual accuracy and fluency measures targeting skills at the phoneme level.
The results add to accumulating evidence on the efficacy and effectiveness of teacher-delivered school-based early literacy interventions.
对于经历语音意识（PA）困难的幼儿来说，早期和有针对性的干预以预防阅读障碍是至关重要的。然而，很少有研究关注在学校实施的 PA 干预的效果。
本研究考察了将 PA 干预嵌入为有风险的幼儿园儿童设计的口语语言课程中的效果。
使用准实验前测/后测设计，来自四所学校的有风险的阅读者被分为两组，一组接受为期 10 周的小组干预，每周三次，每次 30 分钟，作为常规课堂课程的补充；另一组作为对照组，不参与干预，接受常规的课堂教学。
干预组的儿童在语音处理的总体综合表现以及针对音位水平技能的几个准确性和流畅性测量方面，在后测中表现出了更大程度地使用语音意识。
研究结果为教师实施的基于学校的早期读写干预的效果和有效性提供了更多证据。
