Long-term benefits after a rhyme-repetition based intervention program for kindergarteners
Better reading and spelling in the first grade
Bibliographic Data
| ID | 9789967 |
|---|---|
| Authors | Hazar Eghbaria-Ghanamah (0000-0002-5542-9379, Edmond and Lily Safra Children's Hospital, corresponding author), Rafat Ghanamah (0000-0002-8876-7585, Edmond and Lily Safra Children's Hospital), Yasmin Shalhoub-Awwad (0000-0003-3216-845X, Edmond and Lily Safra Children's Hospital), Esther Adi-Japha (0000-0001-9757-0031, Indian Institute of Technology Goa), Avi Karni (0000-0003-4327-7416, Edmond and Lily Safra Children's Hospital) |
| Year | 2022 |
| Volume | 58 |
| Issue | 2 |
| Pages | 252-269 |
| Publication date | 2022-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/dev0001284 |
| PMID | 34881963 |
| OpenAlex | W4200204302 |
| Language | EN |
| Citations received | 3 |
Oral language proficiency in kindergarten can facilitate the acquisition of reading and writing. However, in diglossic languages, like Arabic, the large gap between the spoken and the formal, modern standard (MSA) varieties of the language may restrict the benefits of oral language proficiency to subsequent literacy skills. Here, we tested, in a randomized controlled study, whether an intervention program, implemented in kindergarten, that familiarized the children with rhymes presented in MSA through recitation, facilitated reading and spelling in first grade. We also tested whether engaging the children in recitation affords an advantage over repeated listening by itself and whether rhymes directly referring to the alphabet impart additional advantages. The children were assigned to one of four intervention conditions (10 sessions, 2 months) wherein they either recited or repeatedly listened to nursery rhymes that were either related or unrelated to the alphabet, or engaged in nonlinguistic activities (control). A year later, all intervention groups read faster compared to a control group (nonlinguistic activity). The two recitation groups gained in reading accuracy, reading efficiency, and spelling; spelling gains were found also in children who only listened to alphabet-related rhymes. The reciting groups were superior to the listening groups in all study measures (reading and spelling). The results suggest long-term contributions from structured interventions based on oral rhyme repetition, in kindergarten, to reading and spelling in first grade. Vocal recitations in kindergarten can benefit the mastering of literacy skills even in a language that differs from the one spoken in the child's home. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Active listening · Developmental psychology · Learning to read · Linguistics · Literacy · Pedagogy · Phonemic awareness · Phonological awareness · Poetry · Reading (process · Repetition (rhetorical device · Rhyme · Spelling · Spoken language · Written language · Communication · Language Acquisition and Education · Language Development and Disorders · Psychology · Reading and Literacy Development
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |