Improving reading readiness in kindergarten children through early phonological awareness interventions

ABSTRACT

This study examines the impact of a systematic teaching programme of phonological awareness (PA) skills on children’s pre-reading skills where English is taught as Second Language in a school in Beirut, Lebanon. Four Kindergarten classes (two experimental and two control) participated in the study. Instruments included intervention programme, observations, evaluation checklists, interviews, and PA skills tests. Pre-tests were administered to both groups. The former received a 12-week intervention. Post-tests revealed that children in the experimental group exhibited significant improvement in PA skills and substantial improvement compared to their initial baseline performance results. Findings provide educators with an understanding of PA skills and ways to promote their development at the preschool level.

KEYWORDS:

• Phonological awareness
• phonemic awareness
• systematic teaching
• phonics and kindergarten

Disclosure statement

No potential conflict of interest was reported by the author(s).