Are Phonological Awareness Intervention Programs Effective for Children with Disabilities? A Systematic Review

Autor/in	Saad, Mourad Ali Eissa
Titel	Are Phonological Awareness Intervention Programs Effective for Children with Disabilities? A Systematic Review
Quelle	In: International Journal of Psycho-Educational Sciences, 6 (2017) 3, S.11-20 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-775X
Schlagwörter	Phonological Awareness; Intervention; Program Effectiveness; Databases; Search Strategies; Journal Articles; Language Impairments; Visual Impairments; Autism; Pervasive Developmental Disorders; Down Syndrome; Speech Impairments; Intellectual Disability; Hearing Impairments; Learning Disabilities; Teaching Methods; Students with Disabilities; Reading Difficulties + Suchen Sie Ihr Suchwort? Datenbank; Suchstrategie; Journal article; Zeitschriftenaufsatz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Visual handicap; Sehbehinderung; Autismus; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Language handicps; Language impairments; Intellect; Disability; Disabilities; Verstand; Behinderung; Hearing impairment; Hörbehinderung; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Schüler; Schülerin; Studentin; Reading difficulty; Leseschwierigkeit
Abstract	The purpose of this study was to find out the effectiveness of phonological awareness intervention programs. Computerized databases, including ERIC, PubMed, ProQuest Education Journals, and SCOPUS, were searched using the following search strategy: ("phonological awareness") AND (impairment OR intervention OR training programme). The search was limited to English journal articles. No limitations were set on date of publication. Studies selected for inclusion in this review were required to examine phonological awareness intervention programs for children with disabilities including those with Autism Spectrum Disorder, Visual Impairments, Down syndrome, Speech and/or Language Impairments, Intellectual Disabilities, Hearing Loss, and Learning/Reading Disabilities. Overall, available research findings support the use of phonological awareness intervention programs designed for children with disabilities as an effective tool to improve phonological awareness skills. Implications and recommendations for future research are discussed. (As Provided).
Anmerkungen	London Academic Publishing. 27 Old Gloucester Street WC1N 3AX London, UK. e-mail: contact@lapub.co.uk; Web site: https://www.journals.lapub.co.uk/index.php/IJPES
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01