Building vocabulary knowledge and phonological awareness skills in children with specific language impairment through hybrid language intervention: a feasibility study.
BACKGROUND & AIMS: Preschool and early school-aged children with specific language impairment not only have spoken language difficulties, but also are at risk of future literacy problems. Effective interventions targeting both spoken language and emergent literacy skills for this population are limi...
| Publicado en: | International Journal of Language & Communication Disorders Vol. 43; no. 6; pp. 662 - 683 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Nov/Dec2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105582109&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105582109 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13682822 B7U jtl: International Journal of Language & Communication Disorders issn: 13682822 maglogo: Y pubinfo: dt: Nov/Dec2008 vid: 43 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105582109 105582109 2010112098 10.1080/13682820701806308 NLM19016130 105582109 ppf: 662 ppct: 21 formats: fmt: @attributes: type: P tig: atl: Building vocabulary knowledge and phonological awareness skills in children with specific language impairment through hybrid language intervention: a feasibility study. aug: au: Munro N Lee K Baker E affil: Discipline of Speech Pathology, Faculty of Health Sciences, The University of Sydney, Sydney, Australia. n.munro@usyd.edu.au sug: subj: Language Disorders In Infancy and Childhood Language Therapy Methods Literacy Education Phonology Vocabulary Child Child, Preschool Combined Modality Therapy Descriptive Statistics Effect Size Female Funding Source Games Language Tests Male Motor Skills Evaluation Narratives New South Wales Paired T-Tests Pilot Studies Post Hoc Analysis Pretest-Posttest Design Semantics Storytelling Treatment Outcomes Type I Error Human Child: 6-12 years Child, Preschool: 2-5 years Female Male ab: BACKGROUND & AIMS: Preschool and early school-aged children with specific language impairment not only have spoken language difficulties, but also are at risk of future literacy problems. Effective interventions targeting both spoken language and emergent literacy skills for this population are limited. This paper reports a feasibility study of a hybrid language intervention approach that targets vocabulary knowledge and phonological awareness skills within the context of oral narrative, storybook reading, and drill-based games. This study also reports on two novel, experimental assessments that were developed to expand options for measuring changes in lexical skills in children. METHODS & PROCEDURES: Seventeen children with specific language impairment participated in a pilot within-group evaluation of a hybrid intervention programme. The children's performance at pre- and post-intervention was compared on a range of clinical and experimental assessment measures targeting both spoken language and phonological awareness skills. Each child received intervention for six one-hour sessions scheduled on a weekly basis. Intervention sessions focused on training phonological awareness skills as well as lexical-semantic features of words within the context of oral and storybook narrative and drill-based games. OUTCOMES & RESULTS: The children significantly improved on clinical measures of phonological awareness, spoken vocabulary and oral narrative. Lexical-semantic and sublexical vocabulary knowledge also significantly improved on the experimental measures used in the study. CONCLUSIONS: The results of this feasibility study suggest that a larger scale experimental trial of an integrated spoken language and emergent literacy intervention approach for preschool and early school-aged children with specific language impairment is warranted. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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