A phonologically based strategy to improve word-finding abilities in children.
This study reports the effectiveness of a three-pronged (segmentation, phonological neighbor cues, and rehearsal) phonologically based strategy designed to reduce the word-finding errors of two third-grade students. A single-subject, multiple-baseline design across participants was employed. The res...
| Publicado en: | Communication Disorders Quarterly Vol. 23; no. 4; pp. 179 - 193 |
|---|---|
| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Summer2002
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | This study reports the effectiveness of a three-pronged (segmentation, phonological neighbor cues, and rehearsal) phonologically based strategy designed to reduce the word-finding errors of two third-grade students. A single-subject, multiple-baseline design across participants was employed. The results indicated an improvement in word finding (reduction in naming errors) in single-word contexts that was generalized to sentences and maintained during follow-up maintenance sessions. Furthermore, a self-assessment showed increased confidence in the ability to retrieve treatment words that was not so indicated for nontreatment words. Implications of these findings for both understanding the source of word-finding disruptions and their amelioration are discussed. |
|---|