The Effect of Phonological Awareness on the Reading Ability of Below Average Kindergarten Students

Abstract

The impact of phonological awareness on the reading ability of kindergarten students was the focus of the study. The experimental and control groups were kindergarten students who were rated equally in ability based on a pre-test. The students from both groups were from a public school in which they received the same daily instruction in reading. The treatment group received additional instruction in phonological awareness as their intervention program. The intervention was provided for 1 hour each week over the period of 10 weeks. The results of the study showed that both treatment and control group demonstrated significant increase in phonological awareness from the beginning of the year to the end of the year. There was no significant difference between the groups.