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Original Research ARTICLE Provisionally accepted The full-text will be published soon. Notify me

Front. Psychol. | doi: 10.3389/fpsyg.2019.01809

Predictive examination of phonological awareness among Hebrew-speaking kindergarten children

  • 1University of Haifa, Israel
  • 2Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Israel

This short longitudinal study aimed to examine the role of cognitive, early literacy and language skills to phonological awareness (PA) among Hebrew speaking children at the Early (Early K) and end (End K) of kindergarten. The study also examined predictive relationships between cognitive, early literacy and language skills to PA at these two time points. Forty-one native Hebrew-speaking children (twenty-eight boys) between the ages of five and six were recruited from two kindergarten classes and were followed longitudinally from early to late kindergarten. They were administered measure of language (vocabulary), literacy (letter naming, phonological awareness), and cognition (object naming and, working memory and executive functioning). The results demonstrated the rapid growth of PA skills among children who speak Hebrew during the kindergarten year (Early K- End of K). Strong-moderate positive correlations were found between PA and both letter naming and EF at Early K. Strong correlation between letter naming and PA was found at End K. Regression analyses demonstrated that letter naming and executive functioning at Early K were the most significant predictor of PA at Early K, and that letter naming was the most significant predictor at End K. Theoretical and practical implications of these findings are discussed with relation in general and to the Hebrew language specifically.

Keywords: Phonologic awareness, Kindergarden, Cognitive Performance, Longitudinal, Hebrew, executive functions

Received: 07 Feb 2019; Accepted: 22 Jul 2019.

Copyright: © 2019 Wasserstein and Lipka. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Orly Lipka, University of Haifa, Haifa, 3498838, Haifa, Israel, olipka@edu.haifa.ac.il