Effects of phoneme awareness and Ietter sound knowledge kindergarten training to the development of beginning reading skÍlls ín primary school age
Abstract
The paper presents results from the longitudinal training study aimed at monitoring developmental relationship of phoneme awareness (PA) and letter sound knowledge (LK) in Czech, trainability of these skills in the context of Czech kindergarten and specific effects of these trainings to the development of beginning reading. Our study began with 180 Czech preschool children aged 4,5-5,5 years randomly assigned to one of three conditions: phoneme awareness training, letter knowledge training or an untreated group.
After 35 lessons of either PA or LK training, we measured PA, LK, beginning reading and orthographic skills. Children from PA training group demonstrated moderate effects of their training limited only to PA measures, children with LK training proved moderate effects of their training both in PA and LK skills. 8 months after the end of the training, we measured PA, LK and reading skills of our sample to show delayed effects and stability of both training procedures ( PA of LK).
Proposed study is about to describe these 8 months delayed effects.