Abstrakt
Phoneme awareness (PA) and letter knowledge (LK) are important predictors of early literacy development in alphabetic languages (Caravolas et al 2012; Ziegler and Goswami 2005). However, contrasting theories describe causal developmental relationship between these two skills: 1) LK is a necessary precursor for the emergence of PA, and both skills then contribute to early literacy (Castles, Coltheart 2004); 2) PA and LK develop separately, albeit in a reciprocally beneficial relationship, and each contributes uniquely to growth in early literacy (Caravolas et al., 2001, 2012; Hulme et al., 2005).We aim to describe developmental relationship of PA and LK using the data from intervention study aimed at PA and LK. 180 Czech preschool children,4,5-5 years old were assigned to one of three conditions: PA or LK training or an untreated group.
Intervention groups received 35 daily lessons of either PA or LK. All groups were pre-tested on PA, LK, literacy measures and nonverbal IQ, retested in the middle of the training, tested directly after the end training and 5 months later.
We know analyzethe data from the study to determine whether PA vs LK training were differentially associated with subsequent literacy achievements relative to each other and relative to the untrained group.