دورية أكاديمية
Recitation and Listening to Nursery Rhymes in the Familiarization with a Literacy Language in Kindergarteners: Not Kids' Stuff
| العنوان: | Recitation and Listening to Nursery Rhymes in the Familiarization with a Literacy Language in Kindergarteners: Not Kids' Stuff |
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| اللغة: | English |
| المؤلفون: | Eghbaria-Ghanamah, Hazar (ORCID |
| المصدر: | Developmental Psychology. Dec 2020 56(12):2195-2211. |
| الإتاحة: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Nursery Rhymes, Kindergarten, Semitic Languages, Intervention, Language Variation, Speech Communication, Dialects, Language Aptitude, Alphabets, Language Proficiency, Preschool Children, Comparative Analysis, Vocabulary Development, Expressive Language, Morphology (Languages), Language Tests, Listening Comprehension, Middle Class, Low Income Groups, Literacy, Intelligence Tests, Verbal Ability, Vocabulary, Syntax, Naming, Task Analysis, Cognitive Ability, Pretests Posttests, Phonology, Foreign Countries |
| مصطلحات جغرافية: | Israel |
| Assessment and Survey Identifiers: | Peabody Picture Vocabulary Test, Raven Progressive Matrices |
| DOI: | 10.1037/dev0001124 |
| تدمد: | 0012-1649 |
| مستخلص: | A large linguistic distance exists between spoken Arabic and the Modern Standard Arabic (MSA) the literary language (a diglosia). Novice readers, therefore, struggle with the complex orthography of Arabic as well as the mastering of MSA. Here, we tested whether structured activities in MSA would advance kindergarteners' MSA aptitude by the end of the school year. We examined two issues: (1) whether reciting nursery rhymes in MSA would be more effective in promoting language and preliteracy skills in kindergarteners compared to listening to the same texts; and (2) whether there are additional advantages for using texts directly referring to the alphabet. Thus, 136 kindergarteners (M[subscript age] = 5:6; 61 girls), all native speakers of Arabic and with middle-low socioeconomic background, were assigned to a 10-session (2 months) program in 1 of 4 intervention conditions wherein nursery rhymes related/not related to the alphabet, were either repeatedly recited or listened to. The achievements of children in the intervention conditions were compared to those of peers that were given nonlinguistic activity of similar length (control). The four intervention groups improved their performance at the postintervention assessment in all tests of MSA aptitude and outperformed the control group in receptive and expressive vocabulary and listening comprehension. Also, the reciting groups were better than the control and listening groups in tests assessing vocabulary and morpho-syntactic sensitivity. Our results highlight the contribution of structured interventions based on rhyme repetition to MSA proficiency of kindergarteners. Moreover, the results suggest that reciting may be superior to listening in advancing language proficiency in preschoolers. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الأكسشن: | EJ1275053 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0012-1649 |
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| DOI: | 10.1037/dev0001124 |