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Abstract The present study examined the long‐term effects of a computer intervention for the development of phonological awareness in Dutch kindergartners. Native Dutch and immigrant children worked with the software 15 min/week during one school year. Following a pretest – interim test – post‐test – retention test design, the effects on rhyming, phonemic segmentation, auditory blending, and grapheme knowledge were assessed. The intervention showed significant immediate effects on rhyming and grapheme knowledge. The time spent on the computer games also correlated with the learning gains for the experimental group. In the first grade, retention effects were demonstrated after 4 months of formal reading education.
Segers et al. (Tue,) studied this question.