ERIC Number: EJ1324629
Record Type: Journal
Publication Date: 2022-Feb
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0012-1649
EISSN: N/A
Long-Term Benefits after a Rhyme-Repetition Based Intervention Program for Kindergarteners: Better Reading and Spelling in the First Grade
Developmental Psychology, v58 n2 p252-269 Feb 2022
Oral language proficiency in kindergarten can facilitate the acquisition of reading and writing. However, in diglossic languages, like Arabic, the large gap between the spoken and the formal, modern standard (MSA) varieties of the language may restrict the benefits of oral language proficiency to subsequent literacy skills. Here, we tested, in a randomized controlled study, whether an intervention program, implemented in kindergarten, that familiarized the children with rhymes presented in MSA through recitation, facilitated reading and spelling in first grade. We also tested whether engaging the children in recitation affords an advantage over repeated listening by itself and whether rhymes directly referring to the alphabet impart additional advantages. The children were assigned to one of four intervention conditions (10 sessions, 2 months) wherein they either recited or repeatedly listened to nursery rhymes that were either related or unrelated to the alphabet, or engaged in nonlinguistic activities (control). A year later, all intervention groups read faster compared to a control group (nonlinguistic activity). The two recitation groups gained in reading accuracy, reading efficiency, and spelling; spelling gains were found also in children who only listened to alphabet-related rhymes. The reciting groups were superior to the listening groups in all study measures (reading and spelling). The results suggest long-term contributions from structured interventions based on oral rhyme repetition, in kindergarten, to reading and spelling in first grade. Vocal recitations in kindergarten can benefit the mastering of literacy skills even in a language that differs from the one spoken in the child's home.
Descriptors: Semitic Languages, Oral Language, Language Proficiency, Kindergarten, Rhyme, Reading Skills, Spelling, Listening, Nursery Rhymes, Intervention, Emergent Literacy, Writing Skills, Grade 1, Phonological Awareness, Phonemes, Receptive Language, Vocabulary
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Raven Progressive Matrices; Test of Word Reading Efficiency
Grant or Contract Numbers: N/A