The development of phonological awareness during the First grade of elementary school in two different teaching contexts
DOI:
https://doi.org/10.15448/1984-7726.2019.2.32458Keywords:
Phonological awareness. Teaching. Learning.Abstract
The purpose of this article is to verify the development of phonological awareness of French children throughout the preparatory course in two different teaching contexts. The study takes place in two primary schools, located close to the city of Grenoble-France. We verify such progress with 15 students from school A and 15 from B. The phonological awareness test (PAT) was used to assess the different levels of phonological awareness at the beginning and end of the school year. At the beginning of the year, students in class-B had better results in all the tasks of the PAT. We have observed no significant differences between the two groups at the end of the year. It is possible that the educational and pedagogical context of the two classes played an essential role in this result because the teaching of class A is the one that reinforces more the training of phonological awareness.
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