Relationships between Phonological Awareness, Phonemic Awareness and Letter Knowledge Skills, Associated with a Phonic Instruction Program, on Reading and Writing Performance
DOI:
https://doi.org/10.17058/signo.v49i96.19178Keywords:
phonological awareness, phonemic awareness, knowledge of letters, phonics instructionAbstract
This study investigated the relationship between phonological awareness, phonemic awareness and letter awareness, when associated with explicit phonic instruction, on the reading and writing performance of children in the 1st, 2nd and 3rd grades. Quasi-experimental design in three stages, pre-test, intervention and post-test. The participants were 48 students (age = 6.98a), randomly assigned to the intervention and comparison groups. An intervention program was applied with 22 intervention sessions on phonic instruction, phonological awareness, phonemic awareness and letter-sound knowledge. The data was analyzed using Spearman's correlation, multiple linear regressions, Mann-Whitney tests and Pearson's chi-square, controlling for the group variable. The results showed a significant correlation between phonological awareness, phonemic awareness, letters and reading and writing measures. The regressions showed strong and significant explained variation between the phonological and phonemic awareness variables for the reading and writing measures, except for letter knowledge which reached a ceiling effect and did not show significance. This evidence has educational implications for understanding which skills incorporated into a phonics instruction program contribute significantly to children's initial literacy.
Downloads
References
Boyer, N., & Ehri, L. C. (2011). Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading, 15(5), 440–470. https://doi.org/10.1080/10888438.2010.520778
Cardoso-Martins, C., Resende, S.M., & Rodrigues, L.A. (2002). Letter name knowledge and the ability to learn to read by processing letter–phoneme relations in words: Evidence from Brazilian Portuguese-speaking children. Reading and Writing, 15, 409–432 (2002). https://doi.org/10.1023/A:1015213514722
Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77–111. https://doi:10.1016/S0010-0277(03)00164-1
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19, 5–51. https://doi.org/10.1177/1529100618786959
Chambrè, S. J., Ehri, L.C., & Ness, M. (2020). Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders. Reading and Writing, 33, 1133–1162. https://doi.org/10.1007/s11145-019-09997-w
Clayton, F. J., West, G., Sears, C., Hulme, C., & Lervåg, A. (2020). A longitudinal study of early reading development: Letter-sound knowledge, phoneme awareness and RAN, but not letter-sound integration, predict variations in reading development. Scientifc Studies of Reading, 24(2), 91–107. https://doi.org/10.1080/10888438.2019.1622546
Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientifc Studies of Reading, 18(1), 5–21. https://doi.org/10.1080/10888438. 2013.819356
Ehri, L. C. (2020). The Science of Learning to Read Words: A Case for Systematic Phonics Instruction. Reading Research Quarterly, 55(S1), S45–S60. https://doi.org/10.1002/rrq.334
Ehri, L. C. (2023) Roads travelled researching how children learn to read words. Australian Journal of Learning Difficulties, 28:1, 55-71. https://doi: 10.1080/19404158.2023.2208164
Gonzalez-Frey, S. M., & Ehri, L. C. (2020). Connected phonation is more effective than segmented phonation for teaching beginning readers to decode unfamiliar words. Scientific Studies of Reading. Advance online publication. https://doi:10.1080/10888438.2020.1776290
Hulme, C., Bowyer‐Crane, C., Carroll, J.M., Duff, F.J., & Snowling, M.J. (2012). The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read. Psychological Science, 23, 572 - 577. https://doi.org/10.1177/095679761143
McArthur, G., Sheehan, Y., Badcock, N.A., Francis, D. A., Wang, H. C., Kohnen, S., Banales, E., Anandakumar. T., Marinus, E., & Castles A. (2018). Phonics training for English‐speaking poor readers. Cochrane Database of Systematic Reviews 2018, Issue 11. Art. No.: CD009115. https://doi:10.1002/14651858.CD009115.pub3
McCandliss, B., Beck, I. L., Sandak, R., & Perfetti, C. (2003). Focusing attention on decoding for children with poor reading skills: Design and preliminary tests of the word building intervention. Scientific Studies of Reading, 7(1), 75–104. https://doi.org/10.1207/S1532799XSSR0701_05
Melby-Lervag, M., Lyster, S., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138, p. 322–352. https://doi:10.1037/a0026744
Mendes, G. G., & Barrera, S. D. (2017). Phonological Processing and Reading and Writing Skills in Literacy. Paidéia, 27(68), 298–305. https://doi:10.1590/1982-43272768201707
Michalick-Triginelli, M. F., & Cardoso-Martins, C. (2015). The Role of Phonological Awareness and Rapid Automatized Naming in the Prediction of Reading Difficulties in Portuguese. Psicologia: Reflexão e Crítica, 28(4), 823–828. https://doi:10.1590/1678-7153.201528421
National Reading Panel (2000). Teaching children to read: an evidence-based assessment of the scientific research literature on Reading and its implications for reading instruction. National Institute of Child Health and Human Development (NICHD). Washington, DC: US Government Printing Office.
Pfost, Maximilian; Blatter, Kristine; Artelt, Cordula; Stanat, Petra; Schneider, Wolfgang (2019). Effects of training phonological awareness on children's reading skills. Journal of Applied Developmental Psychology, 65, 101067–. https://doi:10.1016/j.appdev.2019.101067
Puliezi, S. (2010). A contribuição da consciência fonológica, memória de trabalho e velocidade de nomeação na habilidade inicial de leitura. Dissertação (Mestrado em Educação: Psicologia da Educação – Pontifícia Universidade Católica de São Paulo.
Rakhlin, N. V.; Mourgues, C.; Cardoso-Martins, C.; Kornev, A. N.; Grigorenko, E. L. (2019). Orthographic processing is a key predictor of reading fluency in good and poor readers in a transparent orthography. Contemporary Educational Psychology, (56), S0361476X18302856–. https://doi:10.1016/j.cedpsych.2018.12.002
Rego, L. L. B. (1995). Diferenças individuais na aprendizagem inicial da leitura: Papel desempenhado por fatores metalinguísticos. Psicologia: Teoria e Pesquisa, 11(1), 51-60.
Sargiani, R. de A. (2013). Amplitude visuoatencional, consciência fonêmica e desempenho em leitura: um estudo transversal com alunos do ensino fundamental. 172 fls. Dissertação (Mestrado em Educação: Psicologia da Educação) – Pontifícia Universidade Católica de São Paulo.
Sargiani, R. de A., Maluf, M. R., & Bosse, M.L. (2015). O Papel da Amplitude Visuoatencional e da Consciência Fonêmica na Aprendizagem da Leitura. Psicologia: Reflexão e Crítica, 28(3), 593–602. https://doi:10.1590/1678-7153.201528318
Seabra, A. G., & Capovilla, F. C. (2012). Prova de Consciência Fonológica por Produção Oral. In: A. Seabra & N. Dias (Orgs.), Avaliação Neuropsicológica Cognitiva: Linguagem oral (pp. 117-122). Memnon.
Seabra, A. G., & Capovilla, F. C. (2013). Prova de Escrita sob Ditado (PEDvr). In: A. Seabra; N. Dias & F. Capovilla (Orgs.), Avaliação neuropsicológica cognitiva: leitura, escrita e aritmética. Memnon.
Shapiro, L. R., & Solity, J. (2008). Delivering phonological and phonics training within whole-class teaching. British Journal of Educational Psychology, 78(4), 597–620. https://doi:10.1348/000709908x293850
Shapiro, L.R., & Solity, J. (2016). Differing effects of two synthetic phonics programmes on early reading development. The British journal of educational psychology, 86(2), 182-203. https://doi.org/10.1111/bjep.12097
Suggate S. P. (2016). A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions. Journal of learning disabilities, 49(1), 77–96. https://doi.org/10.1177/0022219414528540
Vilhena, A. D., Sucena, A., Castro, S. L., & Pinheiro, Â. M. V. (2016). Reading Test-Sentence Comprehension: An Adapted Version of Lobrot’s Lecture 3 Test for Brazilian Portuguese. Dyslexia, 22(1), 47–63. https://doi:10.1002/dys.1521
Volkmer, S., Galuschka, K., & Schulte-Körne, G. (2019). Early identification and intervention for children with initial signs of reading deficits: A blinded randomized controlled trial. Learning and Instruction, 59, 1-12. https://doi:10.1016/j.learninstruc.2018.09.002
Webber, C., Patel, H., Cunningham, A., Fox, A., Vousden, J., Castles, A., & Shapiro, L. (2023). An experimental comparison of additional training in phoneme awareness, letter-sound knowledge and decoding for struggling beginner readers. The British journal of educational psychology, e12641. https://doi.org/10.1111/bjep.12641
Downloads
Published
How to Cite
Issue
Section
License
Authors publishing with Signo retain the copyright to their work, licensing it under the Creative Commons Attribution License which allows articles to be re-used and re-distributed without restriction, as long as the original work is correctly cited. Signo is owned by Associação Pró-Ensino em Santa Cruz do Sul and also hosts the Open Journal System plataform. Creative Commons Atribuição 4.0 Internacional.
