M.A. in Human Development Thesis
Is Phonological Awareness Training Influential in the Acquisition of Letter-Sound Correspondence Knowledge?
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This project was conducted to determine whether training in phonological awareness leads to significant improvements in letter-sound correspondence knowledge. Subjects included 46 junior kindergarten students from low socio-economic status schools in Sudbury, Ontario, Canada. Subjects were screened using the PPVT-III (Peabody Picture Vocabulary Test-III) and a letter name knowledge test. Subjects were assigned to one of three treatment groups: phonological awareness, letter-sound correspondence knowledge, or combination (phonological awareness and letter-sound correspondence), or to a control ...
This project was conducted to determine whether
training in phonological awareness leads to
significant improvements in letter-sound
correspondence knowledge. Subjects included 46
junior kindergarten students from low socio-
economic status schools in Sudbury, Ontario, Canada.
Subjects were screened using the PPVT-III (Peabody
Picture Vocabulary Test-III) and a letter name
knowledge test. Subjects were assigned to one of
three treatment groups: phonological awareness,
letter-sound correspondence knowledge, or
combination (phonological awareness and letter-sound
correspondence), or to a control group trained in
math knowledge. Subjects were trained in small
groups of two or three children for a total of 10 10-
minute sessions. Subjects were pre-, mid-, and post-
tested on math knowledge, phonological awareness,
and letter-sound correspondence knowledge.
Phonological awareness training did not lead to
significant improvements in letter-sound
correspondence knowledge, but letter name knowledge
was found to be a significant predictor of math
knowledge, phonological awareness, and letter-sound
correspondence knowledge measures.
training in phonological awareness leads to
significant improvements in letter-sound
correspondence knowledge. Subjects included 46
junior kindergarten students from low socio-
economic status schools in Sudbury, Ontario, Canada.
Subjects were screened using the PPVT-III (Peabody
Picture Vocabulary Test-III) and a letter name
knowledge test. Subjects were assigned to one of
three treatment groups: phonological awareness,
letter-sound correspondence knowledge, or
combination (phonological awareness and letter-sound
correspondence), or to a control group trained in
math knowledge. Subjects were trained in small
groups of two or three children for a total of 10 10-
minute sessions. Subjects were pre-, mid-, and post-
tested on math knowledge, phonological awareness,
and letter-sound correspondence knowledge.
Phonological awareness training did not lead to
significant improvements in letter-sound
correspondence knowledge, but letter name knowledge
was found to be a significant predictor of math
knowledge, phonological awareness, and letter-sound
correspondence knowledge measures.
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