Effectiveness of Preschool-Wide Teacher-Implemented Phoneme Awareness and Letter-Sound Knowledge Instruction on Code-Based School-Entry Reading Readiness

Karyn Carson, Anne Bayetto, Anna Roberts

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This study investigated the effect of preschool-wide, teacher-implemented, phoneme-focused phonological awareness (PA) and letter-sound knowledge (LSK) instruction, on raising code-based school-entry reading readiness for children with Spoken Language Difficulties (SLD) and Typical Development (TD), when supported by weekly coaching by trainee speech-language pathologists. A total of 90 4-year-old children participated, whereby 50 children, inclusive of 13 children with SLD, received 10 weeks of preschool-wide, teacher-delivered, phoneme-focused PA and LSK instruction. In all, 40 children, inclusive of 10 children with SLD, continued with the usual preschool program. Post-instruction, children in the experimental condition performed significantly higher in phoneme awareness, LSK, and early decoding compared with control children. Children with SLD in the experimental condition performed significantly higher in phoneme awareness and LSK, but not in early decoding, compared with control children with SLD. Overall, preschool-wide, teacher-implemented, phoneme-focused PA and LSK instruction can support code-based reading readiness skills for children with SLD and TD.

Original languageEnglish
Pages (from-to)42-53
Number of pages12
JournalCommunication Disorders Quarterly
Volume41
Issue number1
DOIs
Publication statusPublished - 1 Nov 2019

Keywords

  • 3 to 5 years
  • age
  • delays/disorders
  • intervention strategies
  • language/linguistics
  • literacy
  • phonemes/phonetics/phonology
  • reading
  • speech-language pathologists (SLP)
  • speech/sound
  • word discrimination/recognition/retrieval

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