2025-05-13
/fdz/studies/PHONO_II
Effects of Combined Musical and Phonological Early Intervention on the Development of Phonological Awareness for Kindergarteners With and Without German Home Language (PHONO II)
Table of contents
> Link to application form (Scientific Use Files)
| Data Set Published on | 27.02.2018 |
|---|---|
| Version | v2 |
| Current Version Available Since | 20.01.2020 |
| Survey Period | 2013, 2014 |
| Sample | Kindergarten Children (N=436); Kindergarten (N=35); Parents (N=416) |
| Survey Unit | Kindergarten Children Parents |
| Measured Competencies | Phonological Awareness, Working Memory, Processing Speed, Letter Knowledge, Early Reading Skills, Vocabulary, Grammar, Pronunciation, Musical Skills, Nonverbal Intelligence |
| Region | Baden-Wuerttemberg, Bavaria, Berlin |
| Principal Investigators | Artelt, Prof. Dr. Cordula Schneider, Prof. Dr. Wolfgang Stanat, Prof. Dr. Petra |
| Data Producers | Julius-Maximilians-Universität Würzburg Schneider, Prof. Dr. Wolfgang |
| Funded by | Federal Ministry of Education and Research |
| Link | https://www.forschungsdaten-bildung.de/studien/550-phono-ii-effekte-kombinierter-musikalischer-und-phonologischer-fruehfoerderung-auf-die-entwicklung-phonologischer-bewusstheit-bei-kindergartenkindern-/?cHash=5a6da684d839cd9c0a7f1e235ba3e645 |
| Related Studies | PHONO I (DOI: 10.5159/IQB_PHONO_1_v1) |
| Suggested Citation | Artelt, C., Schneider, W., Stanat, P., Blatter, K., Beinicke, A., Götz, R., Jäger, D., Kempert, S., & Tibken, C. (2018). Effekte kombinierter musikalischer und phonologischer Frühförderung auf die Entwicklung phonologischer Bewusstheit bei Kindergartenkindern deutscher und nichtdeutscher Herkunftssprache (PHONO II) [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) [Data set]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_PHONO_II_v2 |
| Restriction Notice | There are no specific data restrictions. |
Project description
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 AwarenessTraining 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. (IQB)
Blank data sets
For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.
Literature
Selected literature is listed 
here (as of November 2019).
2018
Artelt, C., Schneider, W., Stanat, P., Blatter, K., Beinicke, A., Götz, R. et al. (2018). Effekte kombinierter musikalischer und phonologischer Frühförderung auf die Entwicklung phonologischer Bewusstheit bei Kindergartenkindern deutscher und nichtdeutscher Herkunftssprache (PHONO II) (Version 2) [Datensatz]. Berlin: IQB - Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_PHONO_II_v2
Artelt, C., Schneider, W., Stanat, P., Blatter, K., Beinicke, A., Götz, R. et al. (2018). Effekte kombinierter musikalischer und phonologischer Frühförderung auf die Entwicklung phonologischer Bewusstheit bei Kindergartenkindern deutscher und nichtdeutscher Herkunftssprache (PHONO II) (Version 1) [Datensatz]. Berlin: IQB - Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_PHONO_II_v1
2016
Kempert, S., Götz, R., Blatter, K., Tibken, C., Artelt, C., Schneider, W. et al. (2016). Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development? Frontiers in Psychology, 7, 1803. https://doi.org/10.3389/fpsyg.2016.01803
2015
Blatter, K., Kempert, S., Götz, R., Tibken, C., Beinicke, A., Artelt, C. et al. (2015). Förderung von phonologischer Bewusstheit bei Vorschulkindern. In A. Redder & S. Lambert (Hrsg.), Forschungsinitiative Sprachdiagnostik und Sprachförderung. Transfer-Perspektiven. Hamburg: FiSS-Koordinierungsstelle.
Kempert, S., Tibken, C., Götz, R., Blatter, K., Stanat, P., Schneider, W. et al. (2015). Die Entwicklung schriftsprachlicher Vorläuferfähigkeiten: Wie wirkt sich ein Training musikalischer Fähigkeiten aus? In A. Redder & S. Lambert (Hrsg.), Forschungsinitiative Sprachdiagnostik und Sprachförderung. Transfer-Perspektiven (S. 155–175). Hamburg: FiSS-Koordinierungsstelle.
Tibken, C., Blatter, K., Kempert, S., Götz, R., Artelt, C., Stanat, P. et al. (2015). Wie lassen sich bereits im Kindergarten die Voraussetzungen für den Schriftspracherwerb spielerisch fördern? In A. Redder & S. Lambert (Hrsg.), Forschungsinitiative Sprachdiagnostik und Sprachförderung. Transfer-Perspektiven. Hamburg: FiSS-Koordinierungsstelle.