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Intervention for early literacy success: Phonological awareness and rapid automatized naming

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  • Halime Miray Sümer Dodur
  • Yasemin Yüzbaşioğlu
  • Özlem Altındağ Kumaş
  • Olcay Karaca

Abstract

The study aimed to assess the effectiveness of a comprehensive intervention program (including PA and RAN interventions) on improving early literacy skills in preschoolers from low socioeconomic backgrounds while exploring participant perspectives. The experimental group showed significant improvements in PA, RAN-object, and RAN-color performance compared to the control group. These improvements were observed immediately after the intervention and were maintained even after a 16-week follow-up period. The experimental group’s scores in PA, RAN-object, and RAN-color increased significantly from pretest to posttest and were further improved at the follow-up. These findings suggest that the interventions effectively enhanced participants’ performance in these areas and that the experimental group consistently outperformed the control group. The intervention had a significant positive impact on early literacy performance, with the experimental group outperforming the control group. The findings highlight the effectiveness of the program and its favorable reception among families, teachers, and children.

Suggested Citation

  • Halime Miray Sümer Dodur & Yasemin Yüzbaşioğlu & Özlem Altındağ Kumaş & Olcay Karaca, 2024. "Intervention for early literacy success: Phonological awareness and rapid automatized naming," The Journal of Educational Research, Taylor & Francis Journals, vol. 117(5), pages 229-240, September.
    • Handle: RePEc:taf:vjerxx:v:117:y:2024:i:5:p:229-240
    DOI: 10.1080/00220671.2024.2374393
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