Leiden University Student Repository

Groeningen, Marijn van (2025)

E-Prent&ABC: Een Digitale Interventie voor Kleuters met betrekking tot Consolidatie op het Fonologisch Bewustzijn

Master thesis | Education and Child Studies (MSc)

Adults with low literacy often struggle to fully participate in society. Early literacy development in primary school is critical to mitigate these issues accompanied by low literacy. This study investigates the effect of the digital reading intervention called e-Prent&ABC on phonological awareness in five-year-olds, focusing on both faster and slower learners. Phonological awareness, which is essential for reading proficiency, was enhanced using interactive reading strategies in the classroom with the consolidation methods: semantic knowledge, print knowledge and phonological awareness. This study involved a two-month intervention with 89 participants from three Dutch primary schools. A Repeated Measures ANOVA compared the effects of the consolidation methods on phonological awareness. Results revealed that interactive reading via e-Prent&ABC significantly improved phonological awareness compared to non-interactive reading. Unexpectedly, print knowledge consolidation outperformed...Show moreAdults with low literacy often struggle to fully participate in society. Early literacy development in primary school is critical to mitigate these issues accompanied by low literacy. This study investigates the effect of the digital reading intervention called e-Prent&ABC on phonological awareness in five-year-olds, focusing on both faster and slower learners. Phonological awareness, which is essential for reading proficiency, was enhanced using interactive reading strategies in the classroom with the consolidation methods: semantic knowledge, print knowledge and phonological awareness. This study involved a two-month intervention with 89 participants from three Dutch primary schools. A Repeated Measures ANOVA compared the effects of the consolidation methods on phonological awareness. Results revealed that interactive reading via e-Prent&ABC significantly improved phonological awareness compared to non-interactive reading. Unexpectedly, print knowledge consolidation outperformed phonological consolidation in improving phonological awareness. No significant differences were found between faster and slower learners, indicating that both groups benefitted equally from the intervention. Additionally, gender had no significant impact. This study's findings support the efficacy of the intervention in enhancing phonological awareness for all learners, regardless of learning speed or gender. These results have practical implications for reducing teacher workload. Furthermore, the intervention's inclusivity aligns with current educational policies promoting equal learning opportunities. This study had some limitations, including the absence of family background data, which limits the generalizability of the findings. Future research should explore the long-term effects of repeated interventions and incorporate broader contextual factors like socioeconomic status to further enhance understanding of early literacy development.Show less

Fonologisch Bewustzijn

Digitale interventie

Kleuters

Author

Groeningen, Marijn van

Faculty

Faculty of Social & Behavioural Sciences

Specialisation

Digital Media in Human Development

Supervisors

Aghajani, M.

ECTS Credits

20

Language

nl