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1 a randomized efficacy study of web-based synthetic and analytic programs among.
| Content Provider | CiteSeerX |
|---|---|
| Author | Urban, Disadvantaged Children, Kindergarten Comaskey, Erin M. Savage, Robert S. Abrami, Philip Savage, Robert |
| Abstract | development This study explores whether two computer-based literacy interventions- a ‘synthetic ’ phonics and an ‘analytic phonics ’ approach produce qualitatively distinct effects on the early phonological abilities 2 and reading skills of disadvantaged urban kindergarten (reception) children. Participants (N = 53) were assigned by random allocation to one of the two interventions. Each intervention was generally delivered 3 times per week for 13 weeks as part of a reading centre approach in kindergarten classrooms with small groups of children. In the synthetic program children showed, as predicted, significant (p <.05) improvement in CV- and-VC word blending and the articulation of final consonants. The children in the ‘analytic ’ phonics program showed, as predicted, significant (p <.05) improvements in articulating shared rimes in words. These results suggest that synthetic and analytic programs have qualitatively different effects on children’s phonological development. These phonological differences are not however immediately reflected in any qualitative differences in the way children undertook word reading or nonword decoding. |
| File Format | |
| Access Restriction | Open |
| Subject Keyword | Analytic Program Randomized Efficacy Study Web-based Synthetic Distinct Effect Synthetic Phonics Reading Centre Approach Kindergarten Classroom Disadvantaged Urban Kindergarten Way Child Different Effect Word Reading Analytic Phonics Program Phonological Difference Nonword Decoding Early Phonological Ability Analytic Phonics Qualitative Difference Child Phonological Development Cv And-vc Word Blending Random Allocation Small Group Synthetic Program Child Computer-based Literacy Intervention Final Consonant |
| Content Type | Text |
