Influence of pre-school phonological training on early reading and writing abilities  

Ulla Bjursäter and Francisco Lacerda

In the Proceedings of the XVth ICPHS, Barcelona, August 3-9, 2003: 2845-2848.

ABSTRACT

This paper reports a study of the possible impact of pre-school phonological training on first and second graders’ reading and writing abilities. Two public schools in the Stockholm metropolitan area were selected. The children were divided in two groups, depending on whether or not they had participated in a phonological training program in their last pre-school year. The children’s linguistic and literacy development was followed during their first two school years. Psycholinguistic profiles (ITPA) were obtained for all the first grade children, along with an assessment of their phonological awareness. In the second grade, the children were reassessed to map their reading and writing abilities. Although the results suggested an initial advantage in general linguistic awareness for the children enrolled in the phonological training program, that advantage seems to be quickly overshadowed by social and personal factors such as continuity in the pedagogical leadership and attended school.

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