• Studies
  • PHONO I
  • back to study list
• Data access
• Data transfer
• Available data
• FAQ
• Workshops
• Newsletter
• Preregistration
• Publications
• Projects of the FDZ
• Essential documents
• How to find us
• Team
• German Data Forum's Complaints Office

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

Table of contents

Project description

Blank data sets

Documentation

Literature

> Link to application form (Scientific Use Files)

Project description

The focus of the study is to evaluate the short- and long-term effectiveness of the training program („Hören-Lauschen-Lernen“ = HLL 1; Küspert & Schneider, 2008; Buchstaben-Laut- Zuordnungstraining = HLL 2; Plume & Schneider, 2004). 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. (IQB)

 back to overview 

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.

• PHONO I - Parents Questionnaire 2010 (SPSS)
• PHONO I - Parents Questionnaire 2011 (SPSS)
• PHONO I - Achievement Test (SPSS)
• PHONO I - Teacher Questionnaire Assessment (SPSS)
• PHONO I - Teacher Questionnaire (SPSS)

back to overview 

Documentation

 Here you can find further documentation.

back to overview 

Literature

Selected literature is listed here (as of November 2019).

2017

Schneider, W., Stanat, P., Artelt, C., Blatter, K., Faust, V., Jäger, D. et al. (2017). Kurz- und langfristige Effekte eines Trainings zur phonologischen Bewusstheit bei Kindergartenkindern deutscher und nichtdeutscher Herkunftssprache (PHONO I) (Version 1) [Datensatz]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_Phono_1_v1

2013

Blatter, K., Faust, V., Jäger, D., Schöppe, D., Artelt, C. & Schneider, W. (2013). Vorschulische Förderung der phonologischen Bewusstheit und der Buchstaben-Laut-Zuordnung: Profitieren auch Kinder nichtdeutscher Herkunftssprache? In A. Redder (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. https://doi.org/10.1024/1010-0652/a000110

2012

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. https://doi.org/10.1026/2191-9186/a000063

Schöppe, D., Blatter, K., Faust, V., Jäger, D., Artelt, C., Schneider, W. et al. (2012). Phonologische Sprachförderung bei Vorschulkindern deutscher und nichtdeutscher Herkunftssprache. In J. Heide, T. Fritzsche, C. Meyer & S. Ott (Hrsg.), Spektrum Patholinguistik 5. Schwerpunktthema: Schluck für Schluck. Dysphagietherapie bei Kindern und Erwachsenen (Spektrum Patholinguistik, Bd. 5, S. 123–128). Potsdam: Universitätsverlag Potsdam. Verfügbar unter http://opus.kobv.de/ubp/volltexte/2012/5987/pdf/spath05.pdf#page=123

2011

Forschungsinitiative Sprachdiagnostik Sprachförderung, Julius-Maximilians-Universität Würzburg, Otto-Friedrich-Universität Bamberg & Freie Universität Berlin (Hrsg.) (2011). BMBF‐Projekt: Kurz‐ und langfristige Effekte eines Trainings zur phonologischen Bewusstheit bei Kindergartenkindern deutscher und nichtdeutscher Herkunftssprache (FKZ: 01GJ0972‐74). Codebuch zum Elternfragebogen Nr. 2.

back to overview