A Study Of Classroom-Based Phonological Awareness Training For Preschoolers With Speech And/Or Language Disorders

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dc.contributor.utaustinauthorvan Kleeck, Anneen
dc.contributor.utaustinauthorGillam, Ronald B.en
dc.contributor.utaustinauthorMcFadden, Teresa U.en
dc.creatorvan Kleeck, Anneen
dc.creatorGillam, Ronald B.en
dc.creatorMcFadden, Teresa U.en
dc.date.accessioned2015-09-09T15:50:48Zen
dc.date.available2015-09-09T15:50:48Zen
dc.date.issued1998-08en
dc.description.abstractSixteen preschool children with speech and/or language disorders received phonological awareness training for a period of 9 months. Eight children attended a preschool classroom, and 8 children attended a pre-kindergarten classroom. The classrooms were located in a private school for children with speech and language disorders. A group of older children with speech and/or language disorders served as a nontreatment comparison group. Children in the treatment groups received 15 minutes of small-group lessons twice each week for two semesters. Classroom-based treatment focused on rhyming the first semester and on phoneme awareness the second semester. Rhyming and phoneme awareness activities were adapted from the literature on the development of phonological awareness in typically-achieving children. Results revealed that preschool children with speech and/or language disorders made significant improvement in rhyming and phoneme awareness. Comparisons with the non-treatment group indicated that gains in phoneme awareness were likely a result of the treatment rather than maturation or other aspects of the curriculum. We recommend the inclusion of some form of phonological awareness training, particularly phoneme awareness training, in intervention programs for preschoolers.en
dc.description.departmentCommunication Sciences and Disordersen
dc.description.sponsorshipen
dc.identifier.citationAnne van Kleeck, Ronald B. Gillam, Teresa U. McFadden. A Study Of Classroom-Based Phonological Awareness Training For Preschoolers With Speech And/Or Language Disorders. American Journal of Speech-Language Pathology, Vol. 7, (Aug. 1998) pp. 65-76. DOI:10.1044/1058-0360.0703.65en
dc.identifier.doien
dc.identifier.issn1058-0360en
dc.identifier.urihttp://hdl.handle.net/2152/31130en
dc.identifier.urlen
dc.language.isoEnglishen
dc.relation.ispartofserialAmerican Journal of Speech-Language Pathologyen
dc.rightsAdministrative deposit of works to Texas ScholarWorks: This works author(s) is or was a University faculty member, student or staff member; this article is already available through open access or the publisher allows a PDF version of the article to be freely posted online. The library makes the deposit as a matter of fair use (for scholarly, educational, and research purposes), and to preserve the work and further secure public access to the works of the University.en
dc.rights.holderen
dc.subjectphonological awarenessen
dc.subjectlanguage delayen
dc.subjectpreschooleren
dc.subjecttrainingen
dc.subjectspeechen
dc.subjectdelayen
dc.subjectkindergarten-childrenen
dc.subjectphonemic awarenessen
dc.subjectmetalinguistic skillsen
dc.subjectliteracy developmenten
dc.subjectreading-instructionen
dc.subjectprint awarenessen
dc.subjectyoung-childrenen
dc.subjectworden
dc.subjectdisabilitiesen
dc.subjectimpairmentsen
dc.subjectaudiology & speech-language pathologyen
dc.subjectlinguisticsen
dc.subjectrehabilitationen
dc.titleA Study Of Classroom-Based Phonological Awareness Training For Preschoolers With Speech And/Or Language Disordersen
dc.typeArticleen

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