Pre-K children receiving explicit nursery rhyme instruction significantly improved their phonological awareness (PALS-Pre-K) scores¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The experimental group's pre- and post-test pre-K PALS scores differed significantly after the phonological awareness 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
Within-group comparison of N=11 experimental children on the revised PALS-Pre-K tasks (beginning sound awareness, rhyme awareness, nursery rhyme awareness) before and after the ten-week training. The mean rose from 11.45 to 16.55, reported as "significantly different (Wilcoxon Signed Rank Test, two-tailed, Z=-2.943, P=0.003)".
"The pre-test and post-test pre-K PALS scores for the experimental group were significantly different (Wilcoxon Signed Rank Test, two-tailed, Z=-2.943, P=0.003)."
Discussion¶
Learner Variables¶
- Phonological Awareness — outcome: instruction changes it
Related Claims¶
- Pre-K children receiving explicit nursery rhyme instruction significantly improved their nursery rhyme completion scores over ten weeks — related
- Gains from nursery rhyme training were greatest in rhyme awareness and least in beginning sound awareness — related
- Control-group pre-K children showed no statistically significant change on either measure over the ten-week period — related
- An 11-week teacher-delivered phonological awareness intervention significantly improves kindergarten children's phoneme segmentation, letter knowledge, reading, and invented spelling — related
- Phoneme awareness is a stronger predictor of reading development than rhyme awareness — related
- Phonemic segmentation training favored over rhyme/alliteration training on print knowledge, phonological processing, and early reading/writing (Yeh 2003), with substantively important but non-significant differences — related
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