Browsing by Subject "Reading impairment"
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Item The long-term effects of phonological awareness intervention for two populations of at-risk children : a review of the literature(2012-05) Wansa, Charlotte Ruth; Peña, Elizabeth D.; Bedore, LisaThe primary purpose of the present review was to determine why conflicting findings have been reported regarding the long-term effects of phonological awareness training for children from low socioeconomic status families (low-SES) and children with familial risk for reading impairment. Four aspects of intervention were analyzed for each of the studies: service delivery, content of intervention, length of sessions, and total number of sessions. The second purpose of the review was to determine which aspects of intervention had the largest effect on improving later reading skills as well as if general aspects were beneficial to both at-risk groups or if there were population-specific factors. A total of ten intervention studies, five involving children from low-SES and five involving children with familial risk for reading impairment, were reviewed. Of the ten interventions reviewed, only three interventions, two involving children from low-SES and one involving children at familial risk for reading impairment, demonstrated successful long-term effects on reading. The remaining interventions demonstrated differences across the four aspects analyzed and conflicting long-term outcomes. As no population specific factors were observed across studies, the similarities found in the three successful interventions suggest that a general intervention program can be beneficial for both populations of at-risk children.Item Sentence repetition as a tool to measure grammatical progress in English-dominant bilingual children with language and/or reading impairment(2011-05) Longo, Beata Korytkowski; Bedore, Lisa M.; Pena, Elizabeth D.In this thesis four children, between the ages of 6 and 7, identified as at risk for language or reading impairment, participated in a bilingual intervention. The bilingual literacy intervention included a grammatical component that incorporated past tense verb, noun phrase, and prepositional phrase instruction. The children completed a sentence repetition test (SRT), which allowed examiners to measure grammatical progress over the coarse of the intervention. Overall SRT results showed that moderate grammatical gains were made during the intervention. The study also provided data on the sensitivity of SRT in targeted grammatical areas. The results showed that the past tense verb and noun phrase portions of the SRT had low sensitivity to progress. These findings suggest that clinicians can use SRT to measure overall progress; however, supplemental tasks should be used to evaluate past tense verb and noun phrase abilities in English-dominant bilingual children with language or reading impairment.