Abstract
This study investigated the effectiveness of phonological awareness intervention versus phonological awareness intervention supplemented by visual phonics han,d cues upon emergent literacy skill development in preschool children with speech and/or language impairment. A pretest - posttest control group design was used to compare the effectiveness of phonological awareness intervention and visual phonics in promoting the development of the following emergent literacy skills: alphabet knowledge, beginning sound awareness, print awareness, rhyme awareness, nursery rhyme awareness, phonological awareness at the syllable level, and name writing abilities. Three groups were formed from twenty-four subjects from at-risk early childhood programs in central Illinois. The participants were placed in the following groups: experimental group PA (phonological awareness intervention); experimental group PA + VP (phonological awareness intervention supplemented by visual phonics hand cues); or the control group (no intervention). The experimental groups participated in ten weeks of small group intervention facilitated by two speech-language pathology graduate students. The control group did not receive intervention.The results revealed the phonological awareness and phonological awareness supplemented by visual phonics hand cues contributed to the development of emergent literacy skills and phonological awareness skills at the syllable level; yet, the visual phonics group made the greatest gains in emergent literacy skills and phonological awareness skills at the syllable level. These results confirm the value of speech-language pathologists providing services to young children to develop phonological awareness skills and strong oral language skills to prevent later academic failure.
| Date of Award | 2010 |
|---|---|
| Original language | American English |
| Awarding Institution |
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| Supervisor | Tina K. Veale (Supervisor) |
ASJC Scopus Subject Areas
- Speech and Hearing