Att skriva sig språkligt medveten eller bli språkligt medveten för att erövra skriftspråket : Språklig medvetenhet hos sexåringar i montessoriskola och i förskoleklass
(2002)General Linguistics
- Abstract
- In Montessori pre-schools early reading and writing is an important feature. By tracing sandpaper letters with their fingers and voicing the sound simultaneously the children connect phonemes to graphemes and normally learn to write between the ages of four and five. 24 sixyear old children who attended Montessori pre-school and 26 six-year old children who had not attended Montessori school were assessed with a test assessing their linguistic awareness.
The result showed that the Montessori children were more linguistically aware than the children who hadn?t received any literacy training. The scores of the Montessori children were highest on phonological awareness. They scored better in fields like morphological awareness and awareness... (More) - In Montessori pre-schools early reading and writing is an important feature. By tracing sandpaper letters with their fingers and voicing the sound simultaneously the children connect phonemes to graphemes and normally learn to write between the ages of four and five. 24 sixyear old children who attended Montessori pre-school and 26 six-year old children who had not attended Montessori school were assessed with a test assessing their linguistic awareness.
The result showed that the Montessori children were more linguistically aware than the children who hadn?t received any literacy training. The scores of the Montessori children were highest on phonological awareness. They scored better in fields like morphological awareness and awareness of the syllable even though they never had any exercise in those fields. Only in syntactic awareness the non-montessori group scored a little bit better than the Montessori group. The result of the investigation indicate that Montessori children become linguistically aware through learning to write and the access to writing is a key to understanding how the other segments of speech work. It also indicates that syntactic awareness is not connected to phonological awareness, and although it affects the fluency of writing, it doesn?t directly affect breaking the literacy-code. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/1330833
- author
- Åkerblom, Annika
- supervisor
- organization
- year
- 2002
- type
- M2 - Bachelor Degree
- subject
- keywords
- Skriftspråksinlärning, Montessoriförskola, Förskoleklass, Bornholmsmetoden, Helordsmetoden, Linguistics, Lingvistik
- language
- Swedish
- id
- 1330833
- date added to LUP
- 2005-05-24 00:00:00
- date last changed
- 2005-07-01 00:00:00
@misc{1330833,
abstract = {{In Montessori pre-schools early reading and writing is an important feature. By tracing sandpaper letters with their fingers and voicing the sound simultaneously the children connect phonemes to graphemes and normally learn to write between the ages of four and five. 24 sixyear old children who attended Montessori pre-school and 26 six-year old children who had not attended Montessori school were assessed with a test assessing their linguistic awareness.
The result showed that the Montessori children were more linguistically aware than the children who hadn?t received any literacy training. The scores of the Montessori children were highest on phonological awareness. They scored better in fields like morphological awareness and awareness of the syllable even though they never had any exercise in those fields. Only in syntactic awareness the non-montessori group scored a little bit better than the Montessori group. The result of the investigation indicate that Montessori children become linguistically aware through learning to write and the access to writing is a key to understanding how the other segments of speech work. It also indicates that syntactic awareness is not connected to phonological awareness, and although it affects the fluency of writing, it doesn?t directly affect breaking the literacy-code.}},
author = {{Åkerblom, Annika}},
language = {{swe}},
note = {{Student Paper}},
title = {{Att skriva sig språkligt medveten eller bli språkligt medveten för att erövra skriftspråket : Språklig medvetenhet hos sexåringar i montessoriskola och i förskoleklass}},
year = {{2002}},
}