Effects of a kindergarten phonological awareness and vocabulary intervention program on first grade reading achievement

Authors

  • María Elsa Porta onsejo Nacional de Investigaciones Científicas y Técnicas – CONICET (Argentina), Universidad Nacional de Cuyo

Keywords:

Reading acquisition, Phonological awareness, Vocabulary, Early intervention, Kindergarten

Abstract

The phonological awareness ability is a key precursor of word reading. However, models on reading comprehension hold that more than one linguistic skill should be develop. This study evaluates the impact of two types of intervention (phonological awareness (PA) versus phonological awareness and vocabulary) delivered to kindergarten children from low socioeconomic status in their grade one reading level. We collected pre and post intervention measures on phonological awareness, vocabulary, word reading, and reading comprehension. The participants were children from 129 kindergarten who attended six classes from four urban-marginal schools from Mendoza, Argentina (Mean age, 66.2 months (5.5 aged), DT= 0.4). The children who received the combined intervention showed grater scores on vocabulary, reading, writing, and reading comprehension than the group who received the intervention on PA only. The intervention was more effective when PA was combined with vocabulary. The results have theoretical implications on the development of more comprehensive models about reading acquisition.

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Published

03-09-2021

How to Cite

Porta, M. E. . (2021). Effects of a kindergarten phonological awareness and vocabulary intervention program on first grade reading achievement. Anales De Lingüística, (6), 161–187. Retrieved from https://revistas.uncu.edu.ar/ojs3/index.php/analeslinguistica/article/view/5177