Efficacy of a Classroom Integrated Intervention of Phonological Awareness and Word Recognition in "Double-Deficit Children" Learning a Regular Orthography

Autor/inn/en	Mayer, Andreas; Motsch, Hans-Joachim
Titel	Efficacy of a Classroom Integrated Intervention of Phonological Awareness and Word Recognition in "Double-Deficit Children" Learning a Regular Orthography
Quelle	In: Journal of Education and Learning, 4 (2015) 3, S.88-111 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Phonological Awareness; Word Recognition; Naming; Elementary School Students; Grade 1; At Risk Students; Dyslexia; Reading Difficulties; Intervention; German; Beginning Reading; Beginning Writing; Inclusion; Writing Difficulties; Orthographic Symbols; Training; Educational Benefits; Reading Improvement; Writing Improvement; Statistical Analysis; Multiple Regression Analysis; Predictor Variables; Germany; West Germany + Suchen Sie Ihr Suchwort? Ausland; Worterkennung; School year 01; 1. Schuljahr; Schuljahr 01; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reading difficulty; Leseschwierigkeit; Deutscher; Erstleseunterricht; Erstschreibunterricht; Inklusion; Schreibstörung; Ausbildung; Bildungsertrag; Statistische Analyse; Prädiktor; Deutschland
Abstract	This study analysed the effects of a classroom intervention focusing on phonological awareness and/or automatized word recognition in children with a deficit in the domains of phonological awareness and rapid automatized naming ("double deficit"). According to the double-deficit hypothesis (Wolf & Bowers, 1999), these children belong to the group who show the most pronounced difficulties when learning how to read and write. Our results suggest that children with a double deficit are at great risk of developing dyslexia unless they receive specific support. Moreover, the results of the intervention study are the first to show how German speaking children with a double deficit can be adequately supported within the framework of standard beginners' reading and writing lessons in inclusive classrooms so that impending difficulties in the acquisition of written language can be successfully prevented. The support measures focus on a training of phonological awareness and automatized processing of sublexical orthographic units. However, potential modifications of the training are currently being discussed since not all children in the training groups were able to benefit satisfactorily. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01