The development of phonological awareness. Comparison of teaching practices in and out of priority education
DOI:
https://doi.org/10.26443/mje/rsem.v58i1.10171Keywords:
Phonological awareness, priority education, diversity of teaching practicesAbstract
The first aim of this study was to observe, based on established research, the teaching practices for developing the phonological awareness of pre-reading students. The second aim was to determine whether these vary according to the students’ socio-economic background. These practices were observed in real class situations with kindergarten students in priority education areas (i.e., least advantaged areas) or in standard areas. An observation grid was used to record the activity, the phonological unit, and the support modalities. The results indicate that teachers favour simple tasks, accessible units, and less effective modalities. The use ineffective modalities appears to be more pronounced in priority education areas than in standard areas.
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