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Long-term effects of computer training of phonological awareness in kindergarten

Submitted by Jason Rutter on Thu, 22/03/2007 - 10:51.
Tags:
Publication Type  Journal Article
Year of Publication  2005
Authors  Segers, E.; Verhoeven, L.
Journal Title  Journal of Computer Assisted Learning
Volume  21
Pagination  17-27
ISBN Number  0266-4909
Accession Number  ISI:000226775600002
Key Words  CD-ROM; control group; experiment; kindergarten; multimedia; phonological awareness; second language learning; reading acquisition; instruction; children; metaanalysis; sensitivity; classroom; readers; skills
Abstract  

The present study examined the long-term effects of a computer intervention for the development of phonological awareness in Dutch kindergartners. Native Dutch and immigrant children worked with the software 15 min/week during one school year. Following a pretest - interim test - post-test - retention test design, the effects on rhyming, phonemic segmentation, auditory blending, and grapheme knowledge were assessed. The intervention showed significant immediate effects on rhyming and grapheme knowledge. The time spent on the computer games also correlated with the learning gains for the experimental group. In the first grade, retention effects were demonstrated after 4 months of formal reading education.

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