Abstract
Positive long-term effects of phoneme awareness training in kindergarten were found in this study with children of dyslexic parents. Thirty-five at-risk children (attending 26 different classes) participated in an intensive 17-week program in their regular kindergarten classes designed to help them improve in phoneme awareness. Follow-up measures indicated that the trained children outperformed 47 untrained at-risk controls in both word and nonword reading in Grades 2, 3, and 7. For the very poorest readers, significant effects were found--even in Grade 7 reading comprehension. However, the trained at-risk children were found to lag behind a 2nd control group of 41 not-at-risk children in most aspects of reading. Treatment-resistant children had relatively poor phonological representations of known words.
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