Digital chinyanja rhymes, stories and phonological awareness in some Lusaka province public preschools: moderation by executive functions.
Item
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Title
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Digital chinyanja rhymes, stories and phonological awareness in some Lusaka province public preschools: moderation by executive functions.
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Description
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Thesis
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Creator
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Walubita, Gabriel
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Date
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2023-11-24T13:19:09Z
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Date Available
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2023-11-24T13:19:09Z
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Date Issued
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2023
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Abstract
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In this study, the question of whether preschool executive functions (EF) moderated the
effect of a rhyme intervention on early phonological awareness (rhyme awareness)
achievement has been investigated. Current understanding suggests that executive
functions in older children contribute to academic achievement and school readiness.
To date, however, there is little empirical evidence among young children in Zambia
that support the specific role of executive functions in moderating the effect of an
emergent rhyme intervention on rhyme awareness as the earliest emergent component
of phonological awareness. Using a between-subjects experimental design (randomised
pretest–intervention–posttest), this study explored data from 375 children aged 5 to 6
years from 14 public preschools in three districts (Kafue, Chilanga and Lusaka) in
Lusaka Province. The children were randomly assigned to one of the three conditions:
intervention (rhymes and stories), or the two active control conditions (action video
games or free play). The EF was assessed using direct and indirect EF measures
including Pencil Tap, Digit Span, Stroop and Task Orientation while rhyme awareness
was tested using the rhyme production, recognition and picture rhyming tests. The first
objective was to determine the performance of pre-schoolers on the named EF tests
from preschool to Grade One. Second, to ascertain if EF indeed predicted rhyme
awareness. The third objective was to identify the type of EF assessment approach
(performance-based and/or observer reports) that strongly predicted rhyme awareness.
The study found that executive functions improved from the begining of preschool to
the beginning of Grade One. On the second objective, a positive relationship between
EF and rhyme awareness skills was found while on the third objective, sustained
attention as assessed by task orientation, contributed a significant portion of variance
in rhyme awareness skills after accounting for letter knowledge, vocabulary, age,
parental education and socioeconomic status. The study found that EF consistently
moderated the effect of the relationship between rhymes, stories intervention and rhyme
awareness skills. The findings of this study suggest that preschool children in public
schools with adequate EF skills benefit more from rhyme awareness interventions
compared to their peers with limited executive function skills. In addition, the positive
relation observed between executive functions and rhyme awareness suggests that
cognitive skills facilitate phonological awareness during preschool years. Future
research, policy and practical implications of the current study findings are discussed
in this report.
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Language
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en
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Type
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Thesis