Teaching Prereading Skills with a Talking Computer: Letter-Sound Knowledge and Print Feedback Facilitate Nonreaders' Phonological Awareness Training

Teaching Prereading Skills with a Talking Computer: Letter-Sound Knowledge and Print Feedback Facilitate Nonreaders' Phonological Awareness Training

Finds that a combination of high letter-sound knowledge and print feedback facilitated awareness of phonemes among nonreaders, but awareness of rhymes was not facilitated by high letter-sound knowledge or print feedback. Suggests that the definition of literacy used with bidirectional, causal models...

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Veröffentlicht in:Reading & writing 1992-06, Vol.4 (2), p.179-204
1. Verfasser: Barron, Roderick W
Format: Artikel
Sprache:eng
Schlagworte:
Beginning Reading
Computer Assisted Instruction
Definitions
Emergent Literacy
Literacy
Phoneme Grapheme Correspondence
Phonological Awareness
Prereading Skills
Preschool Education
Reading Research
Reading Skills
Speech Synthesizers
Young Children
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Zusammenfassung:Finds that a combination of high letter-sound knowledge and print feedback facilitated awareness of phonemes among nonreaders, but awareness of rhymes was not facilitated by high letter-sound knowledge or print feedback. Suggests that the definition of literacy used with bidirectional, causal models of phonological awareness be expanded. (RS)
ISSN:0922-4777
1573-0905
DOI:10.1007/BF01027491