Fifteen children with language impairment and reading disability (ages 6;7-8;6) participated in an investigation of graphophonemic feedback during reading practice from decodable texts. Treatment groups were staggered. One group (TG, n = 6) received 12 treatment sessions, while the second treatment group (DT, n = 5) was delayed. Following treatment of both groups, statistically significant word recognition increases were found for a criterion-referenced measure, percentage correct words read (47% to 87%, pre- to post-test), and a standardized test score (84 to 91) compared to nonsignificant changes for a no treatment control group ( n = 4). Of theoretical interest were findings of increased reading comprehension, an untreated skill, and reading gain differences between treatment groups. Results were clinically significant: Children in the DT group improved from qbelow averageq to qaverage.q In conclusion, graphophonemic feedback provided during children's reading with decodable texts supported reading improvements for struggling readers in the early grades.The word recognition measures were comprised of 6 data points for each childa#39;s CTOPP and 3 data entries for each childa#39;s ... and the PAF according to the childa#39;s ability to qualify for continuation of the tests as determined by the testsa#39; manuals.
|Title||:||Investigation of Decodable Texts and Graphophonemic Reading Intervention for Children with Specific Language and Reading Impairment|
|Author||:||Deborah C. Edwards|
|Publisher||:||ProQuest - 2009|