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Phonological awareness intervention and attention efficiency in children at risk: evidence of effectiveness on visual
María Elsa Porta1,2, Mariana Andrea Carrada2, Mirta Susana Ison2
1Universidad Nacional de Cuyo - UNCUYO, Provincia de Mendoza, Argentina.
Insights
A phonological awareness training program (PATP) significantly improved attention efficiency (AE) in at-risk children aged 5-6. This intervention enhanced both phonological skills and attention, demonstrating its effectiveness beyond natural development.
Area of Science:
- Developmental Psychology
- Cognitive Science
- Educational Psychology
Background:
- Attention efficiency (AE) is crucial for early learning.
- Children at risk often exhibit challenges in attention and phonological awareness.
- Early intervention programs can potentially mitigate developmental deficits.
Purpose of the Study:
- To investigate the impact of a phonological awareness training program (PATP) on attention efficiency (AE) in at-risk children.
- To compare the effects of PATP on AE and phonological awareness between an experimental group and a control group.
- To determine if PATP enhances AE beyond natural developmental improvements.
Main Methods:
- A 20-week pretest-posttest comparison group design was employed.
- 57 children aged 5-6 years at risk were recruited.
- The experimental group (n=30) received the PATP, while the control group (n=31) did not.
Main Results:
- ANOVA revealed significant interaction effects of PATP and time on both phonological awareness and AE.
- Both groups showed improved AE from pretest to posttest.
- The experimental group demonstrated greater gains in phonological awareness and AE compared to the control group, despite starting with lower AE.
Conclusions:
- The phonological awareness training program (PATP) is effective in enhancing attention efficiency (AE) in at-risk children.
- PATP contributes to improvements in AE beyond typical developmental trajectories.
- Targeted phonological interventions can positively impact cognitive skills like attention in early childhood.
Abstract:
Using a pretest and posttest comparison group design, this 20 weeks study investigated the effects of a phonological awareness training program (PATP) on attention efficiency (AE) in 57 children (age = 5 to 6 years) at risk. The experimental group received the PATP (EG; n=30). We obtained pretest and posttest measures of phonological awareness and AE. The ANOVA showed significant interaction effects of the PATP and time on phonological awareness and AE. For both groups, posttest AE score means were higher than pretest score means. Pretest measures showed that the AE score mean for the EG was lower than that for the Control Group (CG; n=31); whereas posttest data showed no between group differences. Contrast analysis showed that the EG gained a greater level of phonological awareness ability and AE over CG. Our results indicate that children's attention efficiency not only improved as they developed, but also increased by means of a PATP.
