Comparison of Phonological Training Procedures in Kindergarten Classrooms

Abstract

The authors compared the effect of 2 phonological training procedures—segmenting and blending, or first sound identification and rhyming—on the acquisition of reading and spelling skills among kindergarten children. Sixty-one low-skilled kindergartners were assigned randomly to 1 of 2 strategy groups. Children received 20–30 min of instruction in small groups that met twice a week for 10 weeks. Both groups improved significantly in the target skills and in reading and spelling. No significant differences were found between groups on skill acquisition, transfer to untaught skills, or generalization to reading and spelling. Children demonstrated weaker evidence for transfer and generalization than that reported earlier. The results are discussed in terms of treatment differences and support for stimulating generalization.