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Improving reading and writing learning in underprivileged pluri-ethnic settings.

Françoise Armand1, Pascale Lefrançois, Agnès Baron

  • 1Université de Montréal, Canada. Francoise.Armand@umontreal.ca

The British Journal of Educational Psychology
|August 7, 2004
PubMed
Summary
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Developing metaphonological abilities improved first-grade students' word reading and spelling skills, while language skills development enhanced word recognition. Both approaches benefited early literacy in diverse, underprivileged settings.

Area of Science:

  • Education
  • Developmental Psychology
  • Linguistics

Background:

  • First-language studies show metaphonological and active story listening programs benefit reading and spelling.
  • These programs focus on developing metaphonological abilities and language skills.

Purpose of the Study:

  • Extend research to second-language learners in plurilingual schools.
  • Implement training integrating realistic literacy, active problem-solving, and targeted strategies.

Main Methods:

  • 202 first-grade students in underprivileged, pluri-ethnic schools participated.
  • Three groups: control (typical instruction), experimental 1 (metaphonological development), experimental 2 (language skills via story listening).
  • Pre- and post-intervention assessments included metaphonological, pre-reading, word recognition, comprehension, and spelling tasks.

Related Experiment Videos

Main Results:

  • Metaphonological development (DMPA) group outperformed controls in metaphonological skills and word recognition.
  • DMPA group showed superior word spelling compared to control and language skills (DLS) groups.
  • DLS group demonstrated significantly better word recognition than the control group.

Conclusions:

  • Metaphonological and language skills development positively impact word reading in diverse first-graders.
  • Metaphonological development is more effective for improving word spelling abilities.
  • Further research is needed to understand the lack of impact on narrative text comprehension.