Effects of an embedded phonological awareness intervention during repeated book reading on preschool children with language delays.
Efficacy of an explicit phonological awareness intervention embedded within repeated shared book reading with preschool children from low-income backgrounds with language delays was investigated. A multiple-baseline design across behaviors assessed the effects of phonological awareness training on r...
| Publicado en: | Journal of Early Intervention Vol. 31; no. 1; pp. 67 - 91 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
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=105590190&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105590190 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10538151 0VW jtl: Journal of Early Intervention issn: 10538151 maglogo: N pubinfo: dt: Dec2008 vid: 31 iid: 1 pid: 20732 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 105590190 105590190 2010125263 10.1177/1053815108324808 105590190 ppf: 67 ppct: 24 formats: fmt: @attributes: type: P tig: atl: Effects of an embedded phonological awareness intervention during repeated book reading on preschool children with language delays. aug: au: Ziolkowski RA Goldstein H affil: Florida State University, Tallahassee sug: subj: Language Disorders Therapy Language Processing Education Reading Education Child Development Disorders Children with Disabilities Child, Preschool Consumer Satisfaction Descriptive Statistics Early Childhood Intervention Faculty Attitudes Female Funding Source Language Tests Male Outcomes of Education Phonology Education Poverty Random Assignment Reading Methods Rehabilitation, Speech and Language Summated Rating Scaling Teachers Human Child, Preschool: 2-5 years Female Male ab: Efficacy of an explicit phonological awareness intervention embedded within repeated shared book reading with preschool children from low-income backgrounds with language delays was investigated. A multiple-baseline design across behaviors assessed the effects of phonological awareness training on rhyme and letter-sound knowledge with 13 preschool children with language delays from high-poverty communities. Rhyme intervention improved children's rhyme production and rhyme identification. Initial sound intervention enhanced children's alliteration and initial sound fluency skills. These effects were replicated within and across all 13 participants. Classroom teachers perceived meaningful changes in rhyme and letter-sound production. Interventionists and teachers reported high satisfaction with the procedures. Embedding an explicit phonological awareness intervention into repeated storybook reading resulted in improved emergent literacy skills for children at high risk for reading disorders. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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