Phonological Awareness Instruction: A Design for Low-Income Preschoolers

• In Event: 69.058 - Poster Session 16
  In Poster Session: 69.058-7 - Understanding Instruction, Learning, and Motivation in Literacy

Abstract

This study describes the implementation of a program to enhance phonological awareness in Kindergarten Chilean students from a low-income background. The intervention included a professional development workshop designed for teachers, to reflect and modify their practices, where classroom observations and feedback on instruction became a fundamental basis of the intervention. Children were assessed before and after the interventions, and results were compared with those of a control group. Results reflected how teachers’ practices are a fundamental key to understanding children outcomes and the importance of an immediate feedback for a real change that will lead to better outcomes.

Authors

• Pelusa Orellana, Universidad de los Andes

• Maria Francisca Valenzuela, Universidad de los Andes

• Kattia Muñoz, Universidad de los Andes