A Phonologically Based Intervention for School-Age Children with Language Impairment: Implications for Reading Achievement

Autor/inn/en	Ritter, Michaela J.; Park, Jungjun; Saxon, Terrill F.; Colson, Karen A.
Titel	A Phonologically Based Intervention for School-Age Children with Language Impairment: Implications for Reading Achievement
Quelle	In: Journal of Literacy Research, 45 (2013) 4, S.356-385 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X13504156
Schlagwörter	Phonological Awareness; Intervention; Language Impairments; Elementary School Students; Program Effectiveness; Quasiexperimental Design; Pretests Posttests; Comparative Analysis; Control Groups; Experimental Colleges; Syllables; Phonemes; Orthographic Symbols; Scaffolding (Teaching Technique); Reading Skills; Reading Comprehension; Woodcock Diagnostic Reading Battery + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Silbe; Fonem; Reading skill; Lesefertigkeit; Leseverstehen
Abstract	This study was conducted utilizing a quasi-experimental pre- and postgroup design to examine the effects of a phonologically based intervention aimed to improve phonological awareness (PA) and reading abilities in school-age children with language impairment (LI) in Grades 1 through 3. The intervention included instruction in PA and sound-symbol correspondence. Sixty-four school-age children with LI (Grades 1-3) were assigned to either an experimental ("n" = 34) or a control group ("n" = 30). Eleven kindergarten-age children with LI were then included as a comparison grade group to investigate whether the magnitude of treatment effect changed across grade level in the experimental group (K-3). Participants in the experimental group (Grades 1-3) made significantly greater gains in PA and reading (e.g., decoding and text comprehension) than the control group. Similar gains were observed across the varying grade levels (K-3). These results suggest that, despite being at risk of reading failure, school-age children with LI in Grades 1 through 3 have the potential to make accelerated gains in their reading development and in the PA skills that are essential to successful literacy acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10