Application of the Differential Outcomes Procedure as a Pedagogical Strategy to Boost Phonological Awareness and Naming Speed in Pre-Reading Students
DOI:
https://doi.org/10.31619/caledu.n60.1452Keywords:
Phonological Awareness, Naming Speed, Reading Precursors, Differential Outcomes Procedure, Learning, MemoryAbstract
This research aimed to explore the impact of the Differential Outcomes Procedure (DOP) on the stimulation of Phonological Awareness and Naming Speed in pre-reading students. The study involved a sample of 61 pupils aged between 5 and 5 years 11 months. The results indicated that students in Transition 2 showed greater accuracy throughout the study as well as in memory tasks compared to students in Transition 1. In addition, those who received specific consequences in the "differential outcomes" condition learned the phoneme-grapheme associations more quickly than those in the "non-differential outcomes" condition. Findings align with previous research highlighting the positive impact of the DOP on early reading acquisition. In particular, the study contributes to this field by demonstrating the usefulness of this procedure as an effective strategy for teaching reading, mainly for stimulating Phonological Awareness. Further research is needed to explore the long-term effects and its possible application in educational settings.
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