Pre-K children receiving explicit nursery rhyme instruction significantly improved their nursery rhyme completion scores over ten weeks¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's pre- and post-test completion task scores differed significantly after the ten-week nursery rhyme training. → Harper 2011

Evidence¶

Harper 2011¶

Harper, L. J. (2011). Nursery rhyme knowledge and phonological awareness in preschool children. The Journal of Language and Literacy Education [Online], 7(1), 65-78. https://eric.ed.gov/?id=EJ1097164

q2 · i? · causal · r1

Quasi-experimental comparison of N=11 experimental children's completion task scores before and after ten weeks of nursery rhyme instruction, tested with the Wilcoxon signed-ranks test. The mean rose from 5.64 to 9.45, and the article reports "significantly different (Wilcoxon Signed Rank Test, two-tailed, Z=-2.670, P=0.008)".

"The pre- and post-test completion task scores for the experimental group were significantly different (Wilcoxon Signed Rank Test, two-tailed, Z=-2.670, P=0.008)."

Discussion¶

Learner Variables¶

• Phonological Awareness — outcome: instruction changes it

Related Claims¶

• Pre-K children receiving explicit nursery rhyme instruction significantly improved their phonological awareness (PALS-Pre-K) scores — related
• Control-group pre-K children showed no statistically significant change on either measure over the ten-week period — related
• Gains from nursery rhyme training were greatest in rhyme awareness and least in beginning sound awareness — related
• An 11-week teacher-delivered phonological awareness intervention significantly improves kindergarten children's phoneme segmentation, letter knowledge, reading, and invented spelling — related