Classroom-based Phonological Sensitivity Intervention (PSI) using a narrative platform: an experimental study of first graders at risk for a reading disability  

Oleh:

Ritter, Michaela J. ; Saxon, Terrill F.

Jenis: Article from Journal
Dalam koleksi: Communication Disoders Quarterly vol. 33 no. 1 (Nov. 2011), page 3-12.
Topik: phonological sensitivity; phonological sensitivity intervention; speech-language impairment; narrative
Fulltext: Classroom-Based Phonological Sensitivity Intervention.pdf (198.19KB)

Isi artikel

The purpose of this study was to assess the effectiveness of classroom-based phonological sensitivity intervention (PSI) using a narrative platform for children in first grade who are at risk for a reading disability. Participants consisted of 59 first graders identified as at risk for later reading impairments. At-risk designation was dictated by one or both of the following factors: (a) economically disadvantaged socioeconomic status background and/or (b) speech-language impairment. Using an experimental group design, four first-grade classrooms were randomly assigned to either the experimental group or the control group. The experimental group’s performance on the pre- and posttest reading measures was compared to that of the control group. Findings suggest that phonological sensitivity intervention using a narrative platform promoted positive early reading skill outcomes for first-grade participants at risk for reading disabilities.

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