Effects of a kindergarten phonological awareness intervention on grade one reading achievement among Spanish-speaking children from low-income families
Bibliographic record
Abstract
There is little knowledge about the effects of kindergarten Spanish phonological awareness interventions on literacy outcomes of grade one children from vulnerable environments.To fill this gap, this study evaluates the effects of a kindergarten phonological awareness intervention on grade one literacy skills in Spanish speaking children (N = 178) from low-income neighborhoods in Argentina.The three-month program delivered at the beginning of kindergarten included 34 lessons focused on phoneme segmentation, categorization, and blending, and letter-sound knowledge.Using a pretest-posttest comparison-group design, measures of phonological awareness, word reading, and spelling were collected before the intervention, immediately after the intervention, and one year later when children were finishing grade one.In addition, reading comprehension was examined at the end of grade one.Results reveal that the intervention had significant effects on phonological awareness, letter-sound knowledge, word reading, spelling, and reading comprehension.These findings suggest that a systematic, phonological awareness intervention program delivered during kindergarten to native speakers of Spanish has a positive impact on their grade one literacy outcomes.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".