The Efficacy of Phonological Awareness Training with First-Grade Students Who Have Behavior Problems and Reading Difficulties

Research has identified a comorbid group of children who have both antisocial and attention problems. Many of these children demonstrate the most deleterious features of both conditions (e.g., aggression and academic underachievement) and experience the most negative outcomes, including school failu...

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Bibliographic Details
Published in:Journal of emotional and behavioral disorders 2001, Vol.9 (4), p.219-231
Main Authors: Lane, Kathleen L., O'Shaughnessy, Tam E., Lambros, Katina M., Gresham, Frank M., Beebe-Frankenberger, Margaret E.
Format: Article
Language:English
Subjects:
Adolescents
At risk
Attention deficits
Beginning Reading
Behavior disorders
Behavior Patterns
Behavior Problems
Conduct disorders
Early Reading
Elementary school students
Grade 1
Instructional Effectiveness
Interventions
Learning disabilities
Phonemic Awareness
Phonetics
Phonological Awareness
Phonology
Primary Education
Reading
Reading Achievement
Reading Comprehension
Reading Difficulties
Reading Skills
Teaching Methods
Underachievement
USA
Young children
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Summary:Research has identified a comorbid group of children who have both antisocial and attention problems. Many of these children demonstrate the most deleterious features of both conditions (e.g., aggression and academic underachievement) and experience the most negative outcomes, including school failure, drug and alcohol abuse, and delinquency in adolescence, than either condition alone.Treatment outcome studies, although few in number, suggest that remediation of academic deficits may be associated with reciprocal effects on social and behavioral domains.The purpose of the present study was to conduct a preliminary investigation of the effectiveness of a reading intervention program for first-grade children at risk for conduct and attention problems.Academic, social, and behavioral outcome measures were examined using single case methodology. Findings support the efficacy of early intervention in the area of early reading for these children. However, the findings also suggest that while improvements were noted, the intervention may not have been of sufficient intensity and duration to (a) produce lasting changes and (b) produce beginning reading skill acquisition at a rate commensurate with normally achieving students of the same age.
ISSN:1063-4266
1538-4799
DOI:10.1177/106342660100900402