Short- and long-term effects of training phonological awareness in kindergarten: evidence from two German studies

Article Abstract:

Researchers introduced two metalinguistic training programs to German kindergarten children. The mean age of the children was five years seven months. This age group does not usually receive any formal training in reading in Germany. The studies demonstrated that phonological awareness can be taught successfully to German kindergarten children at this stage in their cognitive development. The researchers tested the training group and a control group and found that the training intervention had both short- and long-term effects on reading and spelling.

Germany, Social policy, Study and teaching, Language and languages, Phonetics, Reading

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Variations in spelling style among lexical and sublexical readers

Article Abstract:

Childrens' spelling style involves both lexical and sublexical cognitive processes and varies according to individual differences. Assessment of children's reading and spelling of regular and irregular words, and nonwords reveals that their spelling patterns are consistent with their reading styles. The sublexically reliant children perform better in spelling nonwords, but make more regularization errors on irregular words. Lexically reliant subjects are more likely to make errors with partial lexical information during spelling of words.

Research, Spelling, Cognition in children, Cognitive development

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Similar abstracts:

• Abstracts: Sublexical orthographic-phonological relations early in the acquisition of reading: the knowledge sources account

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