Direct and Indirect Effects of Stimulating Phoneme Awareness vs. Other Linguistic Skills in Preschoolers with Co-Occurring Speech and Language Impairments

Autor/inn/en	Tyler, Ann A.; Gillon, Gail; Macrae, Toby; Johnson, Roberta L.
Titel	Direct and Indirect Effects of Stimulating Phoneme Awareness vs. Other Linguistic Skills in Preschoolers with Co-Occurring Speech and Language Impairments
Quelle	In: Topics in Language Disorders, 31 (2011) 2, S.128-144 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
DOI	10.1097/TLD.0b013e318217d473
Schlagwörter	Early Intervention; Morphemes; Oral Language; Language Impairments; Foreign Countries; Emergent Literacy; Language Acquisition; Preschool Children; Syntax; Phonemic Awareness; Language Skills; Program Effectiveness; Outcomes of Treatment; Measures (Individuals); New Zealand; United States + Suchen Sie Ihr Suchwort? Morphem; Oral interpretation; Mündlicher Sprachgebrauch; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Ausland; Frühleseunterricht; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Messdaten; Neuseeland; USA
Abstract	Aim: The purpose of this study was to examine the effects of an integrated phoneme awareness/speech intervention in comparison to an alternating speech/morphosyntax intervention for specific areas targeted by the different interventions, as well as the extent of indirect gains in nontargeted areas. Method: A total of 30 children with co-occurring speech sound disorder and language impairment, average age 4;5, participated in the study, 18 from the United States and 12 from New Zealand. Children from matched pairs were randomly assigned to the 2 proven efficacious treatments, which were delivered in 6-week blocks separated by a 6-week break. Phoneme awareness, speech sound production, and oral language outcome measures were collected pretreatment and after each intervention block. Results and Conclusions: Both intervention groups made statistically significant gains in all measures, with the exception of a morpheme measure only approaching significance. There were clear trends in favor of the specificity of the interventions suggesting increased sample size might have led to some significant intervention differences. Results further implicate the need for early intervention that integrates oral language and phoneme awareness/early literacy skills for children with multiple deficits. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10