Abstract:Research has shown phonological awareness training is effective in improving phonological awareness and reading ability in typical children and in children with language impairments (Gillam, Crofford, Gale & Hoffman, 2001; Gillon, 2000). Very few investigations have examined the process of phonological awareness and literacy learning in children with moderate/severe language impairment who demonstrate average to below average cognitive ability.
The purpose of this study was; 1) To investigate the effects of a phonological awareness program on the phonological awareness and single word reading ability of children with moderate-severe language impairment, 2) To assess reading change in word recognition (decoding and sight word knowledge) for children with moderate-severe language impairment, and, 3) To determine whether one treatment approach (phonological awareness intervention [PAI]) or reading intervention (RI) impacted more than the other on overall performance in both domains. Findings revealed that either treatment was effective in improving phonological awareness and word recognition regardless of the focus of the intervention program.
Research has shown that phonological awareness training is effective in improving phonological awareness and reading ability in typical children and in children with language impairments (Gillam et al., 2001; Gillon, 2000). Very few investigations have examined the process of phonological awareness and literacy learning in children with moderate/severe language impairment who demonstrate average to below average cognitive ability. In addition, teachers/clinicians do not always agree on the most appropriate method of teaching children with moderate-severe language and/or lower cognitive abilities to read. Most often, researchers choose either decoding or sight word approaches to reading instruction. Relatively few studies have examined the effectiveness of using both approaches in combination (Conners, 1992). It was proposed that children engaged in a combination of sight-word and decoding instruction would significantly increase word recognition abilities by 1) improving automatic recognition of words used frequently in written language (i.e. the, and, you, and that) 2) improving the ability to "sound out" unfamiliar words and in doing so 3) improve overall reading comprehension skills.
The purpose of the study was to 1) investigate the effects of a phonological awareness program on the phonological awareness and single word reading ability of children with moderate-severe language impairment, 2) to assess reading change in word recognition (decoding and sight word knowledge) for children with moderate-severe language impairment and 3) to determine whether one treatment approach (phonological awareness intervention (PAI) or reading intervention (RI) impacted more than the other on overall performance in both domains.
Abstract:Research has shown phonological awareness training is effective in improving phonological awareness and reading ability in typical children and in children with language impairments (Gillam, Crofford, Gale & Hoffman, 2001; Gillon, 2000). Very few investigations have examined the process of phonological awareness and literacy learning in children with moderate/severe language impairment who demonstrate average to below average cognitive ability.
The purpose of this study was; 1) To investigate the effects of a phonological awareness program on the phonological awareness and single word reading ability of children with moderate-severe language impairment, 2) To assess reading change in word recognition (decoding and sight word knowledge) for children with moderate-severe language impairment, and, 3) To determine whether one treatment approach (phonological awareness intervention [PAI]) or reading intervention (RI) impacted more than the other on overall performance in both domains. Findings revealed that either treatment was effective in improving phonological awareness and word recognition regardless of the focus of the intervention program.
Research has shown that phonological awareness training is effective in improving phonological awareness and reading ability in typical children and in children with language impairments (Gillam et al., 2001; Gillon, 2000). Very few investigations have examined the process of phonological awareness and literacy learning in children with moderate/severe language impairment who demonstrate average to below average cognitive ability. In addition, teachers/clinicians do not always agree on the most appropriate method of teaching children with moderate-severe language and/or lower cognitive abilities to read. Most often, researchers choose either decoding or sight word approaches to reading instruction. Relatively few studies have examined the effectiveness of using both approaches in combination (Conners, 1992). It was proposed that children engaged in a combination of sight-word and decoding instruction would significantly increase word recognition abilities by 1) improving automatic recognition of words used frequently in written language (i.e. the, and, you, and that) 2) improving the ability to "sound out" unfamiliar words and in doing so 3) improve overall reading comprehension skills.
The purpose of the study was to 1) investigate the effects of a phonological awareness program on the phonological awareness and single word reading ability of children with moderate-severe language impairment, 2) to assess reading change in word recognition (decoding and sight word knowledge) for children with moderate-severe language impairment and 3) to determine whether one treatment approach (phonological awareness intervention (PAI) or reading intervention (RI) impacted more than the other on overall performance in both domains.
The "Professional Continuum" of Supervision: From Graduate Student to Clinical Fellow [Video Course]
