The Effect of Sound Awareness Training on Phonologically Undeveloped Kindergarten Students
MetadataShow full item record
The purpose of this study was to examine the effect of explicit phonological awareness training on kindergarten children who were found to be undeveloped phonologically and who lived in a midsized low socioeconomic urban area in a mid-American state. Forty-two children were given the TOPA Phonological Awareness Test. Using learning factor tests, twelve of the twenty-three eligible children were found to qualify for the study and were placed randomly into treatment and control groups. Prior to the treatment the two groups did not differ in age, phonological awareness development, or in letter identification. After a fourteen week intervention with Torgesen and Bryant's Phonological Awareness Training for Reading program, the TOPA posttest was given. Using a ~ test on independent student samples, a significant difference of 4.35, greater than the critical value at the .01 level of confidence was found in mean raw scores between the treatment and control group. The study confirmed that phonological awareness can be developed in undeveloped kindergartners with explicit sound awareness training in this sample of children. Children who did not receive the training did not improve significantly in sound awareness.