eCite Digital Repository
Comparative effectiveness of phonological awareness and oral language intervention for children with low emergent literacy skills
Citation
Fielding-Barnsley, R and Hay, I, Comparative effectiveness of phonological awareness and oral language intervention for children with low emergent literacy skills, Australian Journal of Language and Literacy, 35, (3) pp. 271-286. ISSN 1038-1562 (2012) [Refereed Article]
 | PDF Restricted - Request a copy 142Kb |
Copyright Statement
Copyright 2012 Australian Literacy Educator's Association
Official URL: http://www.alea.edu.au/resources/AJLL
Abstract
This paper reports the results of an intervention aimed to develop language and
phonological awareness skills in children with low emergent literacy skills. A
group of 457 children (mean age 70.6 months) from a range of SES schools was
screened using measures of rhyme and alphabet knowledge in their first few weeks
of formal schooling. Of the original group 27% (N =125) were selected for further
testing based on their scores on these assessment items. This group was assessed
on expressive and receptive language, home literacy and parents’ education levels.
This cohort of 125 children was divided into 2 groups: 96 were selected for
intervention based on their language assessment, 29 were selected as an at-risk
control. A further 31 children who were not at-risk were selected as class controls.
The remainder of the original sample of 457 (N= 301) was also included in a post
test of spelling accuracy. The experimental group of 96 children was randomly
assigned to receive 8 hours of either language or phonological awareness intervention.
Post test results demonstrated both intervention groups made significant
gains on measures of encoding (spelling) compared to the class at-risk control
group with the phonological awareness group showing an advantage over the
language group. Intervention targeting both language and phonological awareness
skills are both effective in countering the effects of low emergent literacy
skills.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Research Division: | Education |
| Research Group: | Curriculum and pedagogy |
| Research Field: | English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) |
| Objective Division: | Education and Training |
| Objective Group: | Teaching and curriculum |
| Objective Field: | Pedagogy |
| UTAS Author: | Fielding-Barnsley, R (Associate Professor Ruth Fielding-Barnsley) |
| UTAS Author: | Hay, I (Professor Ian Hay) |
| ID Code: | 81654 |
| Year Published: | 2012 |
| Deposited By: | Education |
| Deposited On: | 2012-12-20 |
| Last Modified: | 2013-07-09 |
| Downloads: | 15 View Download Statistics |
Repository Staff Only: item control page