The effectiveness of a parent-implemented, phonological awareness programme on the phonological awareness skills of preschool children

Abstract A child’s early literacy and language skills are the most reliable predictor of future academic achievement. Despite vast amounts research supporting this link, many children start formal schooling with low skills. Without intervention or support, these will likely continue to fall behind their peers. This exploratory study investigated effectiveness a parent-led phonological awareness programme ( n = 3), implemented at home 4-year-old 4) in Christchurch, New Zealand. used an case mixed methods design. The focused on improving children’s by providing parents readily available activities which taught range Parents were supported throughout implementation researcher coaching modelling. Overall, found be effective implementing facilitating development emergent Children demonstrated increased phoneme identification, blending segmenting additional not explicitly taught, such as manipulation. Participation also positively affected interest activities, reading writing. Parent reports identified positive effects articulation, speech, engagement overall confidence. participation programme, confidence English proficiencies skill development.