Early phonological training preceding kindergarten training: effects on reading and spelling

The purpose of the study was to investigate the effect of early phonological training on children’s development of literacy skills. The researchers wanted to see how training at four and five years of age affected skills in Year 2 and Year 3 of primary school, and whether early intervention could provide lasting benefit beyond standard kindergarten training. The study also aimed to analyse how cognitive abilities, such as fluid intelligence (Gf), moderated the effects of the training. The research questions are:

1. Does structured phonological training starting at the age of four affect the later development of phonological awareness?
2. Does structured phonological training starting at the age of four affect reading skills four and five years later, in Year 2 and Year 3 of primary school?
3. Are there differences in the effects of phonological training based on children’s cognitive abilities?

The results showed that early phonological training significantly improved children’s phonological and reading skills, with particularly major benefits for children with low fluid intelligence. Those who received training scored higher in reading comprehension, spelling skills and reading speed in Year 2 and Year 3 of primary school compared to the control group. The study highlights the importance of structured and early phonological training to support children at risk of reading difficulties.

The study used a quantitative and longitudinal design, in which 364 children from 58 Swedish kindergartens participated. They were randomly divided into intervention and control groups. The intervention consisted of phonological training in small groups of around 3 to 6 children, conducted during two six-week periods when the children were 4 and 5 years old, respectively. Data were analysed using Structural Equation Modeling (SEM). The analysis investigated both the direct and indirect effects of training on literacy skills.

Wolff, U., & Gustafsson, J. E. (2022). Early phonological training preceding kindergarten training: effects on reading and spelling. Reading and writing, 35(8), 1865–1887.