CONICET | Buscador de Institutos y Recursos Humanos

Purpose: This 20-week study assessed the effects of a classroom-based linguistic training program, which included parent participation, on literacy outcomes. Method: Participants were 153 low-income kindergarten Argentinean children from six classrooms randomly assigned to three treatment conditions (n=2): Control (C) (n=51), Phonological Awareness/Letter Training Program (PALTP) (n=50), and PALTP + Home Storybook Reading Program (HSRP) (n=52). A pretest-posttest comparison-group design was used. One pre-test and two post-test measures of phonological awareness (PA), writing, and word reading were obtained, as well as a measure of reading comprehension. The PALTP focused on phoneme segmentation; sound blending; and letter-sound knowledge. Teachers administered 34 thrice-weekly sessions to the classrooms. The HSRP consisted of parent education workshops focused on how to read stories in rhymes to their children at home to increase vocabulary, PA and letter-sound knowledge. Parents took material with instructions to their homes. Mp3 recordings were coded for fidelity of implementation. Results: Significant interaction effects between time and intervention on word reading were found (p<0.006). There was a significant effect of time (p<0.001) and intervention (p<0.02). For the three conditions, the word reading level was greater on the second post-test (first grade) than that of the pretest and the first posttest (kindergarten). During the second post-test, the word reading and reading comprehension levels for the PALTP group were greater than those of the other groups. No difference was observed between Control and PALTP+HSRP groups. Conclusions: Parents´ability level to exercise PA activities with their children may interfere with their responsiveness to the PALTP.

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