The Effects of Fast ForWord Language on the Phonemic Awareness and Reading Skills of School-Age Children With Language Impairments and Poor Reading Skills  

Oleh:

Loeb, Diane Frome ; Gillam, Ronald B. ; Hoffman, LaVae ; Brandel, Jayne ; Marquis, Janet G.

Jenis: Article from Journal
Dalam koleksi: American Journal of Speech-Language Pathology vol. 18 (Nov. 2009), page 376–387.
Topik: Fast ForWord Language; specific language impairment; phonological awareness; word reading; evidence-based intervention
Fulltext: The Effects of Fast ForWord Language on the Phonemic Awareness and Reading Skills of School-Age Children With Language Impairments and Poor Reading Skills.pdf (393.36KB)

Isi artikel

Purpose: To examine the efficacy of Fast For-Word Language (FFW-L) and 2 other interventions for improving the phonemic awareness and reading skills of children with specific language impairment with concurrent poor reading skills. Method: A total of 103 children (age 6;0 to 8;11 [years;months]) with language impairment and poor reading skills participated. The children received either FFW-L computerized intervention, a computer-assisted language intervention (CALI), an individualized language intervention (ILI), or an attention control (AC) computer program. Results: The children in the FFW-L, CALI, and ILI conditions made significantly greater gains in blending sounds in words compared with the AC group at immediate posttest. Long-term gains 6 months after treatment were not significant but yielded a medium effect size for blending sounds in words. None of the interventions led to significant changes in reading skills. Conclusion: The improvement in phonemic awareness, but not reading, in the FFW-L, CALI, and ILI interventions limits their use with children who have language impairment and poor reading skills. Similar results across treatment conditions suggest that acoustically modified speech was not a necessary component for improving phonemic awareness.

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