P. H. Reitsma|Ralph Wesseling
Effects of Computer-Assisted Training of Blending Skills in Kindergartners
Vrije Universiteit Amsterdam|Vrije Universiteit Amsterdam
training prereaders phonological skills shown facilitate acquisition literacy skillsthe question raised whether would possible use computerbased exercises increase blending skills dutch kindergartners yet received reading instructiona package experimental computer exercises used word materials instructions comments provided highquality digitized speechtwentyfive children received specific training blending separate letter sounds words 12week period classmates n 28 received training vocabulary using computers program yet another control group n 45 separate classes access computer programsall children appeared improve blending skill classrooms teachers regularly provided various activities promote phonological skillshowever ohe results also reveal significant additional effect due use computer programtransfer effects computerbased exercises decoding skill found months beginning reading instructionawareness phonemes may helpful mastering alphabetical writing system graphemes systematically correspond phonemesindeed many correlational longitudinal studies reported phonological awareness potent predictor later reading success intelligence ratings general language ability adams 1990stanovich 1986this suggests phonological skills causally related development reading skillhowever studies phonological skills measured time children already learning read longitudinal studies early indicators emergent literacy always includedan analytic attitude toward sound structure spoken words may fact triggered children experience