SciELO - Scientific Electronic Library Online

 
vol.54 issue106Tenses and evidential points of view: Quotative uses of the future, the conditional and the imperfectDifferences in the mastery of organizational features and in the use of lexical-grammatical resources in scientific explanations by fourth graders author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Journal

Article

Indicators

Related links

  • On index processCited by Google
  • Have no similar articlesSimilars in SciELO
  • On index processSimilars in Google

Share


Revista signos

On-line version ISSN 0718-0934

Abstract

PORTA, María Elsa; RAMIREZ, Gloria  and  DICKINSON, David K.. Effects of a kindergarten phonological awareness intervention on grade one reading achievement among Spanish-speaking children from low-income families. Rev. signos [online]. 2021, vol.54, n.106, pp.409-437. ISSN 0718-0934.  http://dx.doi.org/10.4067/S0718-09342021000200409.

There is little knowledge about the effects of kindergarten Spanish phonological awareness interventions on literacy outcomes of grade one children from vulnerable environments. To fill this gap, this study evaluates the effects of a kindergarten phonological awareness intervention on grade one literacy skills in Spanish speaking children (N = 178) from low-income neighborhoods in Argentina. The three-month program delivered at the beginning of kindergarten included 34 lessons focused on phoneme segmentation, categorization, and blending, and letter-sound knowledge. Using a pretest-posttest comparison-group design, measures of phonological awareness, word reading, and spelling were collected before the intervention, immediately after the intervention, and one year later when children were finishing grade one. In addition, reading comprehension was examined at the end of grade one. Results reveal that the intervention had significant effects on phonological awareness, letter-sound knowledge, word reading, spelling, and reading comprehension. These findings suggest that a systematic, phonological awareness intervention program delivered during kindergarten to native speakers of Spanish has a positive impact on their grade one literacy outcomes.

Keywords : Intervention; phonological awareness; Spanish-speaking children; spelling; reading..

        · abstract in Spanish     · text in English     · English ( pdf )