Fifteen children with language impairment and reading disability (ages 6;7-8;6) participated in an investigation of graphophonemic feedback during reading practice from decodable texts. Treatment groups were staggered. One group (TG, n = 6) received 12 treatment sessions, while the second treatment group (DT, n = 5) was delayed. Following treatment of both groups, statistically significant word recognition increases were found for a criterion-referenced measure, percentage correct words read (47% to 87%, pre- to post-test), and a standardized test score (84 to 91) compared to nonsignificant changes for a no treatment control group ( n = 4). Of theoretical interest were findings of increased reading comprehension, an untreated skill, and reading gain differences between treatment groups. Results were clinically significant: Children in the DT group improved from qbelow averageq to qaverage.q In conclusion, graphophonemic feedback provided during children's reading with decodable texts supported reading improvements for struggling readers in the early grades.Later lessons included new syllable structures and associated vowel sounds, such as R-controlled vowels, silent-e ... The sessions consisted predominately of the children taking turns reading aloud during the last 30- minutes of the session.
|Title||:||Investigation of Decodable Texts and Graphophonemic Reading Intervention for Children with Specific Language and Reading Impairment|
|Author||:||Deborah C. Edwards|
|Publisher||:||ProQuest - 2009|