The development of phoneme awareness and letter knowledge: A training study of Czech preschool children

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11240%2F16%3A10332057" target="_blank" >RIV/00216208:11240/16:10332057 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The development of phoneme awareness and letter knowledge: A training study of Czech preschool children

Popis výsledku v původním jazyce

This study investigated the development of phoneme awareness (PA) and of letter knowledge (LK) among Czech preschool children, in the context of a training study. The results suggest that, while both skills are amenable to direct training, phoneme awareness and letter knowledge are separately arising skills, which are additionally subject to different developmental influences. Phoneme awareness emerged bimodally with a relatively advanced and a delayed PA group; evidence of bimodality persisted to some extent over time in all groups, whether they received PA training or not. Moreover, growth in phoneme awareness was predicted in all groups by earlier levels of phoneme awareness, but not by earlier letter knowledge. Letter knowledge, on the other hand, seemed to emerge unimodally, and gradually shifted from a positively skewed distribution toward a normal distribution, specifically as a consequence of direct training. Growth in letter knowledge was predicted in all groups by earlier levels of letter knowledge and phoneme awareness. In turn, training in letter knowledge promoted not only letter knowledge itself but also benefited growth in phonemic awareness.

Název v anglickém jazyce

The development of phoneme awareness and letter knowledge: A training study of Czech preschool children

Popis výsledku anglicky

This study investigated the development of phoneme awareness (PA) and of letter knowledge (LK) among Czech preschool children, in the context of a training study. The results suggest that, while both skills are amenable to direct training, phoneme awareness and letter knowledge are separately arising skills, which are additionally subject to different developmental influences. Phoneme awareness emerged bimodally with a relatively advanced and a delayed PA group; evidence of bimodality persisted to some extent over time in all groups, whether they received PA training or not. Moreover, growth in phoneme awareness was predicted in all groups by earlier levels of phoneme awareness, but not by earlier letter knowledge. Letter knowledge, on the other hand, seemed to emerge unimodally, and gradually shifted from a positively skewed distribution toward a normal distribution, specifically as a consequence of direct training. Growth in letter knowledge was predicted in all groups by earlier levels of letter knowledge and phoneme awareness. In turn, training in letter knowledge promoted not only letter knowledge itself but also benefited growth in phonemic awareness.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GA13-25625S" target="_blank" >GA13-25625S: Trénink fonematického povědomí a znalosti písmen- jejich vývojová souvislost a vliv na rozvoj počáteční gramotnosti</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Actes du Symposium international sur la litéracie a l'école / International Symposium for Educational Literacy (SILE/ISEL)

ISBN

978-2-7622-0355-4

ISSN

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e-ISSN

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Počet stran výsledku

26

Strana od-do

31-56

Název nakladatele

Les Éditions de l'Université de Sherbrooke (ÉDUS)

Místo vydání

Sherbrook, Kanada

Místo konání akce

Jouvence, Canada

Datum konání akce

24. 8. 2015

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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