Zeitschrift fur Padagogische Psychologie
Volume 21, Issue 1, 2007, Pages 65-75

Preventing reading and spelling difficulties in a population of immigrant children by a training of phonological awareness [Die Prävention von Lese-Rechtschreibschwierigkeiten bei Kindern mit nichtdeutscher Herkunftssprache durch ein Training der phonologischen Bewusstheit] (Article)

Weber J.* , Marx P. , Schneider W.
  • a Institut für Psychologie, Universität Würzburg, Germany, Institut für Psychologie, Universität Würzburg, Psychologie IV, Röntgenring 10, D-97070 Würzburg, Germany
  • b Institut für Psychologie, Universität Würzburg, Germany
  • c Institut für Psychologie, Universität Würzburg, Germany

Abstract

In this longitudinal study, children with German as their native language and a sample of immigrant children participated in a preschool training program that included components of phonological awareness training and a letter-sound training procedure. Children's phonological competencies and their letter-knowledge were assessed, both before and after the training program. Reading and spelling competencies were assessed at the end of the first grade. Although children with a migration background performed worse than their native German counterparts immediately before training, they benefitted at about the same amount from the training procedure. Overall, however, their reading and spelling scores lagged behind those of the native German children at the end of first grade. © 2007 Verlag Hans Huber.

Author Keywords

Immigrant children Preschool training Phonological awareness Prevention of reading and spelling difficulties

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-34250192566&doi=10.1024%2f1010-0652.21.1.65&partnerID=40&md5=2353933e32717fa9a4cef7b7eb20fae7
DOI: 10.1024/1010-0652.21.1.65
ISSN: 10100652
Cited by: 37
Original Language: German