Reading skills promotion: Results on the impact of a preschool intervention

Detalhes bibliográficos
Autor(a) principal: Sucena, Ana
Data de Publicação: 2023
Outros Autores: Silva, Ana Filipa, Marques, Cátia
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.22/22538
Resumo: There is a strong correlation between preschool education skills such as phonological awareness and language and success in reading and spelling acquisition. Even though, this is still not the focus of the early intervention. This study presents the preliminary results of the impact of an intervention program developed to promote reading foundation skills. The study was conducted with 627 children in the last year of preschool education (54.2% boys), ages between 4 years and 10 months and 6 years and 1 month. Participants were divided into intervention (n = 242) and comparative (n = 385) group. Language, implicit, and explicit phonological awareness, and rime implicit awareness were assessed. The intervention group reached statistically higher values in all dimensions at the post-test, a higher magnitude effect and 80% of these children entered the first-grade overpassing cut-off criteria for reading acquisition difficulties. These results support the impact of the program.
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spelling Reading skills promotion: Results on the impact of a preschool interventionReading skillsPhonologic awarenessLanguageIntervention programAssessmentThere is a strong correlation between preschool education skills such as phonological awareness and language and success in reading and spelling acquisition. Even though, this is still not the focus of the early intervention. This study presents the preliminary results of the impact of an intervention program developed to promote reading foundation skills. The study was conducted with 627 children in the last year of preschool education (54.2% boys), ages between 4 years and 10 months and 6 years and 1 month. Participants were divided into intervention (n = 242) and comparative (n = 385) group. Language, implicit, and explicit phonological awareness, and rime implicit awareness were assessed. The intervention group reached statistically higher values in all dimensions at the post-test, a higher magnitude effect and 80% of these children entered the first-grade overpassing cut-off criteria for reading acquisition difficulties. These results support the impact of the program.FrontiersRepositório Científico do Instituto Politécnico do PortoSucena, AnaSilva, Ana FilipaMarques, Cátia2023-03-17T17:23:04Z2023-01-092023-01-09T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/22538engSucena, A., Silva, A. F., & Marques, C. (2023). Reading skills promotion: Results on the impact of a preschool intervention. Frontiers in Education, 7, 1076630. https://doi.org/10.3389/feduc.2022.107663010.3389/feduc.2022.10766302504-284Xinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-13T01:47:51Zoai:recipp.ipp.pt:10400.22/22538Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:45:02.833331Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Reading skills promotion: Results on the impact of a preschool intervention
title Reading skills promotion: Results on the impact of a preschool intervention
spellingShingle Reading skills promotion: Results on the impact of a preschool intervention
Sucena, Ana
Reading skills
Phonologic awareness
Language
Intervention program
Assessment
title_short Reading skills promotion: Results on the impact of a preschool intervention
title_full Reading skills promotion: Results on the impact of a preschool intervention
title_fullStr Reading skills promotion: Results on the impact of a preschool intervention
title_full_unstemmed Reading skills promotion: Results on the impact of a preschool intervention
title_sort Reading skills promotion: Results on the impact of a preschool intervention
author Sucena, Ana
author_facet Sucena, Ana
Silva, Ana Filipa
Marques, Cátia
author_role author
author2 Silva, Ana Filipa
Marques, Cátia
author2_role author
author
dc.contributor.none.fl_str_mv Repositório Científico do Instituto Politécnico do Porto
dc.contributor.author.fl_str_mv Sucena, Ana
Silva, Ana Filipa
Marques, Cátia
dc.subject.por.fl_str_mv Reading skills
Phonologic awareness
Language
Intervention program
Assessment
topic Reading skills
Phonologic awareness
Language
Intervention program
Assessment
description There is a strong correlation between preschool education skills such as phonological awareness and language and success in reading and spelling acquisition. Even though, this is still not the focus of the early intervention. This study presents the preliminary results of the impact of an intervention program developed to promote reading foundation skills. The study was conducted with 627 children in the last year of preschool education (54.2% boys), ages between 4 years and 10 months and 6 years and 1 month. Participants were divided into intervention (n = 242) and comparative (n = 385) group. Language, implicit, and explicit phonological awareness, and rime implicit awareness were assessed. The intervention group reached statistically higher values in all dimensions at the post-test, a higher magnitude effect and 80% of these children entered the first-grade overpassing cut-off criteria for reading acquisition difficulties. These results support the impact of the program.
publishDate 2023
dc.date.none.fl_str_mv 2023-03-17T17:23:04Z
2023-01-09
2023-01-09T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.22/22538
url http://hdl.handle.net/10400.22/22538
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Sucena, A., Silva, A. F., & Marques, C. (2023). Reading skills promotion: Results on the impact of a preschool intervention. Frontiers in Education, 7, 1076630. https://doi.org/10.3389/feduc.2022.1076630
10.3389/feduc.2022.1076630
2504-284X
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Frontiers
publisher.none.fl_str_mv Frontiers
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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