Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments

Autor/inn/en	Al Otaiba, Stephanie; Puranik, Cynthia S.; Ziolkowski, Robyn A.; Montgomery, Tricia M.
Titel	Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments
Quelle	In: Journal of Special Education, 43 (2009) 2, S.107-128 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466908314869
Schlagwörter	Reading Difficulties; Language Impairments; Phonological Awareness; Reading Skills; Speech Impairments; Elementary School Students; Preschool Children; Early Intervention; Outcomes of Treatment; Diagnostic Tests; Disability Identification; At Risk Students; Program Effectiveness; Program Evaluation + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Reading skill; Lesefertigkeit; Language handicps; Language impairments; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Diagnostic test; Diagnostischer Test; Programme evaluation; Programmevaluation
Abstract	This article reviews research examining the efficacy of early phonological interventions for young students identified with speech and language impairments. Eighteen studies are included, providing results for nearly 500 students in preschool through third grade. Although findings are generally positive, there are large individual differences in response to intervention. Furthermore, there is little evidence that interventions enabled students to catch up to typically developing peers in phonological and reading skills. Methodological issues are described, and implications for practice and future research are discussed. (Contains 1 table.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10