Talk—An Intervention Programme for Enhancing Early Literacy Skills in Preschool Children: A Pilot Study

IF 1.1 Q3 FAMILY STUDIES

Child Care in Practice Pub Date : 2021-06-10 DOI:10.1080/13575279.2021.1929844

M. Majorano, Rachele Ferrari, Beatrice Bertelli, V. Persici, T. Bastianello

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引用次数: 4

Abstract

ABSTRACT Many studies have reported that early interventions on language and early literacy skills are important for preventing later reading difficulties at primary school. The aim of the study is to assess the effectiveness of a 12-week intervention programme focused on enhancing pre-schoolers’ language and early literacy skills. Two groups of children (ages 5-6) were involved in the study: the “Talk-group”, who participated in the intervention programme, and the “Play-group”, who followed the standard preschool curriculum. The children's early literacy skills were tested in two sessions six months apart, at the beginning and at the end of the last year of preschool. Data analysis showed that children achieved significantly higher scores in nonword repetition and lexical comprehension at the second assessment; however, only the children in the Talk-group produced significantly higher phonological awareness scores at the second session, i.e. after the intervention. Additional tests showed that the intervention programme was effective only in the case of more basic phonological awareness skills. The programme's potential for supporting early literacy development in preschool and for preventing long-term difficulties in reading are discussed.

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提高学前儿童早期读写能力的干预计划:一项先导研究

许多研究报道，早期干预语言和早期读写技能对于预防小学后期阅读困难非常重要。这项研究的目的是评估一项为期12周的干预计划的有效性，该计划的重点是提高学龄前儿童的语言和早期读写技能。两组儿童(5-6岁)参与了这项研究:“说话组”，他们参加了干预计划，“游戏组”，他们遵循标准的学前课程。孩子们的早期读写能力分为两个阶段进行测试，间隔六个月，分别在学前班的开始和最后一年的结束。数据分析表明，在第二次评估中，儿童在非单词重复和词汇理解方面得分显著提高;然而，只有“说话”组的孩子在第二阶段(即干预后)产生了显著更高的语音意识得分。另外的测试表明，干预方案只对更基本的语音意识技能有效。讨论了该方案在支持学前早期识字发展和防止长期阅读困难方面的潜力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child Care in Practice Nursing-Community and Home Care

CiteScore

3.30

自引率

5.30%

发文量

期刊介绍： Child Care in Practice is a quarterly, peer-reviewed journal that provides an international forum for professionals working in all disciplines in the provision of children’s services, including social work, social care, health care, medicine, psychology, education, the police and probationary services, and solicitors and barristers working in the family law and youth justice sectors. The strategic aims and objectives of the journal are: • To develop the knowledge base of practitioners, managers and other professionals responsible for the delivery of professional child care services. The journal seeks to contribute to the achievement of quality services and the promotion of the highest standards. • To achieve an equity of input from all disciplines working with children. The multi-disciplinary nature of the journal reflects that the key to many successful outcomes in the child care field lies in the close co-operation between different disciplines. • To raise awareness of often-neglected issues such as marginalization of ethnic minorities and problems consequent upon poverty and disability. • To keep abreast of and continue to influence local and international child care practice in response to emerging policy. • To include the views of those who are in receipt of multi-disciplinary child care services. • To welcome submissions on promising practice developments and the findings from new research to highlight the breadth of the work of the journal’s work.