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Related Experiment Videos

Individual difference variables that predict response to training in phonological awareness

J K Torgesen1, C Davis

  • 1Psychology Department, Florida State University, Tallahassee 32306-1051, USA.

Journal of Experimental Child Psychology
|October 1, 1996
PubMed
Summary

Cognitive skills like invented spelling and verbal ability predict growth in phonological awareness (PA) after training. This study identified key predictors for analytic and synthetic PA skills in young learners.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Developmental Psychology

Background:

  • Phonological awareness is crucial for reading acquisition.
  • Early identification of predictors for phonological awareness growth is essential for targeted interventions.
  • Children from low-achieving schools often require focused support in foundational literacy skills.

Purpose of the Study:

  • To investigate cognitive predictors of growth in phonological awareness skills.
  • To identify factors influencing improvement in analytic and synthetic phonological awareness following a training program.
  • To examine the impact of a 12-week phonological awareness training on kindergarten children.

Main Methods:

  • A 12-week training program targeting analytic and synthetic phonological awareness skills.

Related Experiment Videos

  • Hierarchical linear modeling to analyze individual growth curves in phonological awareness.
  • Pretest assessments included phonological awareness, phonological memory, naming rate, letter knowledge, reading, spelling, and general verbal ability.

    • Main Results:

    • Significant overall training effects on phonological awareness were observed in the treatment group compared to the control group.
    • Invented spelling and general verbal ability were key predictors of growth in analytic phonological awareness.
    • Invented spelling combined with rapid automatic naming of digits best predicted growth in synthetic phonological awareness.

    Conclusions:

    • Cognitive abilities such as invented spelling, general verbal ability, and rapid naming are significant predictors of phonological awareness development.
    • The findings highlight the importance of specific cognitive skills for targeted phonological awareness interventions in early education.
    • Early literacy interventions should consider a multifaceted approach addressing various cognitive components to foster reading readiness.