Phonological Awareness with and without Articulation: A Preliminary Study

Phonological training with an articulatory component (n=25) was compared to phonological awareness training without a specific speech-motor component (n=20) for second- to fifth-grade children with reading disabilities. No significant differences were found between the two kinds of training on the v...

Full description

Saved in:
Bibliographic Details
Published in:Learning disability quarterly 1997-08, Vol.20 (3), p.211-225
Main Authors: Wise, Barbara W., Ring, Jerry, Sessions, Luann, Olson, Richard K.
Format: Article
Language:English
Subjects:
Articulation (Speech)
Articulation disorders
Children
Elementary Education
Instructional Effectiveness
Intervention
Phonemes
Phonological awareness
Phonology
Reading Difficulties
Remedial Reading
Speech discrimination
Spelling
Syllables
Teaching Methods
Training
Vowels
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Phonological training with an articulatory component (n=25) was compared to phonological awareness training without a specific speech-motor component (n=20) for second- to fifth-grade children with reading disabilities. No significant differences were found between the two kinds of training on the various outcome measures, except that the nonarticulatory group was slightly superior on phoneme deletion and spelling production, suggesting some small-scale overall advantages for the training with more manipulation of sounds. An interaction on nonsense word reading may suggest that the lowest children on phonological awareness benefited more from the articulatory training, whereas reading disabled children with relatively higher initial skills in phonological awareness may have benefited more from the nonarticulatory training. However, further research with a larger sample is needed before firm conclusions can be drawn.
ISSN:0731-9487
2168-376X
DOI:10.2307/1511309