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Effects of Combined Musical and Phonological Early Intervention on the Development of Phonological Awareness for Kindergarteners With and Without German Home Language (PHONO II)

Version
2
Resource Type
Dataset : survey data, achievement test
Creator
  • Artelt, Cordula
  • Schneider, Wolfgang
  • Stanat, Petra
  • Blatter, Kristine
  • Beinicke, Andrea
  • Götz, Regina
  • Jäger, Dana
  • Kempert, Sebastian
  • Tibken, Catharina
  • Otto-Friedrich-Universität Bamberg
  • Julius-Maximilians-Universität Würzburg
  • Institut zur Qualitätsentwicklung im Bildungswesen; Humboldt-Universität zu Berlin
Publication Date
2020-01-20
Contributor
  • Forschungsdatenzentrum (FDZ) am Institut zur Qualitätsentwicklung im Bildungswesen (IQB) / Research Data Centre (FDZ) at the Institute for Educational Quality Improvement (IQB) (Distributor)
Language
German
Free Keywords
Schema: ERIC
Phonology; Awareness; Kindergarten Children; Music Education; Music Education; Elementary Education; Kindergarten; Music; Phonological Awareness; Compensatory Education; Language Skills; Effects; Program Effectiveness; Early Intervention; Germany; Nursery Schools; Promotional Measure; Preschool Education; Language Acquisition; Young Children; Elementary Education; Kindergarten; Music
Description
  • Abstract

    The interdisciplinary research project „Effects of Combined Musical and Phonological Early Intervention on the Development of Phonological Awareness for Kindergartners With and Without German Home Language (PHONO II)” builds on the main outcome of the first project stage (led under the title “Short- and Long-term Effects of a Phonological Awareness Training Program for Kindergarteners With and Without German Home Language (PHONO I)”. (…) The main concern of the second project stage was to analyze the effects of combined early musical education and phonological awareness training on the development of phonological awareness for 4- and 5-year-old children. Prior research showed that musical and linguistical stimuli trigger similar mechanisms of sound classification and therefore early musical education might be suitable for supporting the development of phonological awareness (…). To that end two different intervention conditions were compared with a control group. The first group underwent musical education in the second-to-last kindergarten year. This intervention was based on a programme by Degé and Schwarzer (2011), developed on the basis of a textbook for early musical education by Nykrin et al. (2007). Subsequently, this group underwent the combined training program “Hören, Lauschen, Lernen” (HLL) 1 and 2 during the last year of kindergarten prior to school enrollment. The second group attended HLL 1 and 2 during the last kindergarten year, as well. However, they did not receive any additional musical training. The control group underwent the regular procedure of the participating facilities and had no specific training.

Temporal Coverage
  • 2012-10-01 / 2012-12-31
  • 2013-05-01 / 2013-07-31
  • 2013-10-01 / 2013-12-31
  • 2014-05-01 / 2014-07-31
Geographic Coverage
  • Baden-Wuerttemberg, Bavaria, Berlin
Sampled Universe

Kindergarten Children (N=436)

Sampling

Non-Probability Sample: Purposive Sample

Time Dimension
  • Longitudinal
  • Research Design: Quasi-Experimental Design
Collection Mode
  • Self-administered questionnaire: Paper
  • Educational measurements and tests
  • Measurements and Tests: Paper & Pencil
Note
Survey Unit: Kindergarten Children; Educational Staff; Parents ### new version - version 2
Availability
Delivery
application required: https://www.iqb.hu-berlin.de/fdz/fdz/Datenzugang/SUF-Antrag/FormularSUFs
Rights
CC0 1.0 Universal
Alternative Identifiers
  • 1 (Type: VerbundFDB)
Relations
  • Continues
    DOI: 10.5159/IQB_PHONO_1_v1
  • Is supplement to
    DOI: 10.5159/IQB_PHONO_1_v1
  • Is new version of
    DOI: 10.5159/IQB_PHONO_II_v1
Publications
  • Kempert, S., Götz, R., Blatter, K., Tibken, C., Artelt, C., Schneider, W. & Stanat, P. (2016). Training early literacy related skills: To which degree does a musical training contribute to phonological awareness development? Frontiers in Psychology, 7, 1803.

    • ID: http://doi.org/10.3389/fpsyg.2016.01803 (DOI)
  • Blatter, K., Kempert, S., Götz, R., Tibken, C., Beinicke, A., Artelt, C., Stanat, P. & Schneider, W. (2014). Förderung von phonologischer Bewusstheit bei Vorschulkindern. In A. Redder & S. Lambert (Hrsg.), Forschungsinitiative Sprachdiagnostik und Sprachförderung (FiSS). Die Projekte stellen sich vor. Hamburg: FiSS-Koordinierungsstelle

  • Kempert, S., Tibken, C., Götz, R., Blatter, K., Stanat, P., Schneider, W. & Artelt, C. (2015). Die Entwicklung schriftsprachlicher Vorläuferfähigkeiten: Wie wirkt sich ein Training musikalischer Fähigkeiten aus? In A. Redder, J. Naumann & R. Tracy (Hrsg.), Forschungsinitiative Sprachdiagnostik und Sprachförderung (FiSS) – Ergebnisse (S. 155-175). Münster: Waxmann.

  • Tibken, C., Blatter, K., Kempert, S., Götz, R., Artelt, C., Stanat, P. & Schneider, W. (2015). Wie lassen sich bereits im Kindergarten die Voraussetzungen für den Schriftspracherwerb spielerisch fördern? In A. Redder & S. Lambert (Hrsg.), Forschungsinitiative Sprachdiagnostik und Sprachförderung (FISS). Transfer – Perspektiven. Hamburg: FiSS-Koordinierungsstelle.

  • Eine ausführliche Publikationsliste finden Sie auf

    • ID: www.iqb.hu-berlin.de/fdz/studies/PHONO_II (URL)

Update Metadata: 2020-03-16 | Issue Number: 5 | Registration Date: 2020-01-20

Artelt, Cordula; Schneider, Wolfgang; Stanat, Petra; Blatter, Kristine; Beinicke, Andrea et. al. (2020): Effekte kombinierter musikalischer und phonologischer Frühförderung auf die Entwicklung phonologischer Bewusstheit bei Kindergartenkindern deutscher und nichtdeutscher Herkunftssprache (PHONO II). Version: 2. IQB – Institut zur Qualitätsentwicklung im Bildungswesen. Dataset. https://doi.org/10.5159/IQB_PHONO_II_v2