Improving reading readiness in kindergarten children through early phonological awareness interventions. Issue 3 (3rd April 2022)

• Record Type: Journal Article
• Authors: Bdeir, Maha; Bahous, Rima; Nabhani, Mona
• Is Part Of: Education 3-13. Volume 50:Issue 3(2022)
• Page Start: 348
• Page End: 360
• Publication Date: 2022-04-03
• Subjects: Phonological awareness -- phonemic awareness -- systematic teaching -- phonics and kindergarten; Education -- Great Britain -- Periodicals; Education, Primary -- Periodicals; Education, Elementary -- Periodicals; 372.942
• DOI: 10.1080/03004279.2020.1851740
• Languages: English
• ISSNs: 0300-4279

Abstract

ABSTRACT: This study examines the impact of a systematic teaching programme of phonological awareness (PA) skills on children's pre-reading skills where English is taught as Second Language in a school in Beirut, Lebanon. Four Kindergarten classes (two experimental and two control) participated in the study. Instruments included intervention programme, observations, evaluation checklists, interviews, and PA skills tests. Pre-tests were administered to both groups. The former received a 12-week intervention. Post-tests revealed that children in the experimental group exhibited significant improvement in PA skills and substantial improvement compared to their initial baseline performance results. Findings provide educators with an understanding of PA skills and ways to promote their development at the preschool level.