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Short- and Long-term Effects of a Phonological AwarenessTraining Program for Kindergarteners With and Without German Home Language (PHONO I)

Resource Type
Dataset : survey data, achievement test
  • Schneider, Wolfgang (University of Würzburg)
  • Stanat, Petra
  • Artelt, Cordula
  • Blatter, Kristine
  • Faust, Verena
  • Jäger, Dana
  • Schöppe, Doreen
Publication Date
Free Keywords
Transition preschool - elementary school, Pretest, Training, Preschool Teachers, Language Promotion, Germany, Migration Background, Grade 01, Elementary Instruction, Preschool, Phonology, Literacy Acquisition, Awareness, Kindergarten, Promotional Measure, Posttest, Evaluation, Language skills, Performance tests, Survey, Students
  • Abstract

    The focus of the study is to evaluate the short- and long-term effectiveness of the training program („Hören-Lauschen-Lernen“). The training program was designed to facilitate the phonological awareness and character-to-sound-mapping of pre-school students with and without migration background. Additionally, detailed analyses of the training success of children with migration background and unfavorable linguistic preconditions were planned. It was tested, whether the effects of the training program can be generalized across different language groups. An additional aim was to investigate, whether a systematic training - regarding the administration of the training program as well as training experience of the educators- would yield positive effects on the effectiveness of the training program. Furthermore, it was tested whether differences in early elementary instruction influence the long-term effectiveness of the training program and the reading and writing acquisition. The study applied a pre-test post-test design with two additional post-tests. They assessed verbal and literary language as well as mathematical achievement of children from their last year in kindergarten until the end of the first school year. The pre- and post-tests took place immediately before and after the training and assessed achievement in the above mentioned categories. Additionally, the learning capability was assessed at the beginning of the first school year, and the achievements in reading and writing were assessed at the end of the first school year. The training group took part in the phonological awareness training immediately after the pre-test, whereas the children of the control group completed the usual kindergarten program. Part of the educators in the training group took part in an elaborate training whereas others administered the phonological training according to the manual without having received training. Additionally to the described features, information concerning family and demographic background were collected. In summary, the short- and long-term effectiveness of the program was confirmed once again.

Temporal Coverage
  • 2009-07-01 / 2012-06-30
Geographic Coverage
  • Baden-Wuerttemberg
  • Bavaria
  • Berlin
Sampled Universe

Kindergarteners (N=572), Students in Grade 1 (N=854)


Non-probability Sample: Availability Sample

Time Dimension
  • Longitudinal
    Research Design: Quasi-Experimental Design
Collection Mode
  • Self-administered questionnaire: Paper
  • Self-administered questionnaire: Web-based
  • Educational measurements and tests
  • Measurements and Tests: Computer Assisted Test
application required:
CC0 1.0 Universal
Alternative Identifiers
  • 1 (Type: VerbundFDB)
  • Is continued by
    DOI: 10.5159/IQB_PHONO_II_v2
  • Blatter, K., Faust, V., Jäger, D., Schöppe, D., Artelt, C., Schneider, W. et al. (2013). Vorschulische Förderung der phonologischen Bewusstheit und der Buchstaben-Laut-Zuordnung: Profitieren auch Kinder nichtdeutscher Herkunftssprache? In A. Redder und S. Weinert (Hrsg.), Sprachförderung und Sprachdiagnostik - interdisziplinäre Perspektiven (S. 218-239). Münster: Waxmann.

  • Schöppe, D., Blatter, K., Faust, V., Jäger, D., Stanat, P., Artelt, C. et al. (2013). Effekte eines Trainings der phonologischen Bewusstheit bei Vorschulkindern mit unterschiedlichem Sprachhintergrund. Zeitschrift für Pädagogische Psychologie, 27 (4), 241–254.

    • ID: 10.1024/1010-0652/a000110 (DOI)
  • Jäger, D., Faust, V., Blatter, K., Schöppe, D., Artelt, C., Schneider, W. et al. (2012). Kompensatorische Förderung am Beispiel eines vorschulischen Trainings der phonologischen Bewusstheit. Frühe Bildung, 1(4), 202-209.

    • ID: 10.1026/2191-9186/a000063 (DOI)
  • Schöppe, D., Blatter, K., Faust, V., Jäger, D., Artelt, C., Schneider, W. et al. (2012). Phonologische Sprachförderung bei Vorschulkindern deutscher und nichtdeutscher Herkunftssprache. In Heide, J., Fritzsche, T., Meyer, C. B., Ott, S. (Hrsg.), Spektrum Patholinguistik Band 5 (S. 123–128). Potsdam: Universitätsverlag Potsdam.

    • ID: (URL)
    • ID: 978-3-86956-199-8 (ISBN)
    • ID: 1866-9085 (ISSN)
    • ID: urn:nbn:de:kobv:517-opus-59877 (URN)
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Update Metadata: 2020-03-16 | Issue Number: 11 | Registration Date: 2017-02-15

Schneider, Wolfgang; Stanat, Petra; Artelt, Cordula; Blatter, Kristine; Faust, Verena et. al. (2017): Kurz- und langfristige Effekte eines Trainings zur phonologischen Bewusstheit bei Kindergartenkindern deutscher und nichtdeutscher Herkunftssprache (PHONO I). Version: 1. IQB – Institut zur Qualitätsentwicklung im Bildungswesen. Dataset.