Follow‐up study investigating the benefits of phonological awareness intervention for children with spoken language impairment

Gail T. Gillon

152 citations0/0 files storedInternational Journal of Language & Communication Disorders

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Reading and Literacy Development Language Development and Disorders Developmental and Educational Neuropsychology

Abstract

The efficacy of phonological awareness intervention for children at risk for reading disorder has received increasing attention in the literature. This paper reports the follow-up data for participants in the Gillon (2000a) intervention study. The performance of twenty, 5-7-year-old New Zealand children with spoken language impairment, who received phonological awareness intervention, was compared with the progress made by 20 children from a control group and 20 children with typical language development approximately 11 months post-intervention. The children with spoken language impairment all had expressive phonological difficulties and demonstrated delay in early reading development. Treatment effects on strengthening phoneme-grapheme connections in spelling development were also investigated. The results suggested that structured phonological awareness intervention led to sustained growth in phoneme awareness and word-recognition performance. At the follow-up assessment, the majority of the children who received intervention were reading at, or above, the level expected for their age on a measure of word recognition. The phonological awareness intervention also significantly strengthened phoneme-grapheme connections in spelling as evidenced by improved non-word spelling ability. In contrast, the control group of children with spoken language impairment who did not receive phonological awareness intervention showed remarkably little improvement in phoneme awareness over time and the majority remained poor readers. The results highlight the important role speech-language therapists can play in enhancing the early reading and spelling development of children with spoken language impairment.

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References

1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children 2014Goldman‐Fristoe Test of Articulation 2 1998Language and Reading Disabilities 1993Beginning to Spell 2000Is Preschool Language Impairment a Risk Factor for Dyslexia in Adolescence?2001Estimating the Risk of Future Reading Difficulties in Kindergarten Children 2000Learning To Read and Learning To Spell 1998Predicting Dyslexia From Kindergarten: The Importance of Distinctness of Phonological Representations of Lexical Items

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2004Teaching strategies and approaches for pupils with special educational needs: a scoping study 2003Phonological Awareness and Phonemic Perception in 4-Year-Old Children With Delayed Expressive Phonology Skills 2008Children with phonological problems: a survey of clinical practice 2004Effect of Phonemic Perception Training on the Speech Production and Phonological Awareness Skills of Children With Expressive Phonological Delay 2009Literacy, numeracy, and learning in school-aged children identified as having speech and language impairment in early childhood

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