Since the late 1970s there has been growing interest in the role of phonological awareness in the development of children’s reading. However, the precise nature of the phonological training required to improve reading is not entirely clear. This study therefore compared two forms of phonological training and their impact on children’s reading of phonically regular texts and ‘real books’. One group were given phonological training and were shown how to apply their phonological skills to reading. The second group were given the identical phonological training but were not given explicit practice in applying their skills to reading. Both groups, when compared to a control group improved their reading of phonically regular texts but only the former group improved their reading of ‘real books’.
References
Solity, J.E. (1995) Teaching Phonological Skills to Reception Aged Children. In B. Raban-Bisby with G. Brooks and S. Wolfendale (eds) Developing Language and Literacy, Stoke, Trentham Press, p81-97.
Solity, J.E. (1996) Phonological Awareness: Learning Disabilities Revisited? Educational and Child Psychology, 13, 3, 103-113.