An investigation of treatment scheduling for phonemic awareness with kindergartners who are at risk for reading difficulties.
Purpose: This study examined 2 schedules of treatment for phonemic awareness. Method: Forty-one 5- to 6-year-old kindergartners, including 22 English learners, with low letter-name and first-sound knowledge received 11 hr of phonemic awareness treatment: concentrated (CP, 3x/wk to December), dispers...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 40; no. 1; pp. 86 - 101 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Jan2009
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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=105604611&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105604611 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Jan2009 vid: 40 iid: 1 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 105604611 2010143310 10.1044/0161-1461(2008/07-0077) NLM18840674 105604611 ppf: 86 ppct: 15 formats: fmt: @attributes: type: P tig: atl: An investigation of treatment scheduling for phonemic awareness with kindergartners who are at risk for reading difficulties. aug: au: Ukrainetz TA Ross CL Harm HM affil: University of Wyoming, Laramie, WY sug: subj: Language Processing In Infancy and Childhood Language Therapy Methods Reading Disorders Risk Factors Analysis of Variance Child, Preschool Confidence Intervals Descriptive Statistics Effect Size English as a Second Language Female Funding Source Language Tests Male Phonology Pretest-Posttest Design Random Assignment Repeated Measures T-Tests Treatment Outcomes Human Child, Preschool: 2-5 years Female Male ab: Purpose: This study examined 2 schedules of treatment for phonemic awareness. Method: Forty-one 5- to 6-year-old kindergartners, including 22 English learners, with low letter-name and first-sound knowledge received 11 hr of phonemic awareness treatment: concentrated (CP, 3x/wk to December), dispersed (DP, 1x/wk to March), and dispersed vocabulary control (CON). Results: English learners performed similarly to native English speakers. Participants with moderate deficits in letter-names and first sounds showed significant benefits after both treatment conditions. Three times the intensity had no additional effect on phonemic awareness. CP continued to increase significantly during the no-treatment interval. In March, CP and DP were significantly greater than CON, but the 2 conditions did not differ other than with a minor DP advantage on last sounds. By May, there were no significant differences among the 3 conditions in meeting grade-level expectations for phoneme segmenting. Conclusion: For phonemic awareness, over the course of a school year, with concomitant classroom instruction, the gains made from short, intense treatment were similar to thosemade from continuous weekly treatment. At-risk kindergartners with moderate deficits benefited more than those with mild deficits. Children, particularly those with mild deficits, may improve substantially with only classroom instruction and incidental self-regulatory gains from treatment for another area. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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