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Comparative effectiveness of phonological awareness and oral language intervention for children with low emergent literacy skills


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]

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Copyright 2012 Australian Literacy Educator's Association

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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 parentsí 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
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