Classroom-Based Phonological Sensitivity Intervention (PSI) Using a Narrative Platform: An Experimental Study of First Graders at Risk for a Reading Disability

Autor/inn/en	Ritter, Michaela J.; Saxon, Terrill F.
Titel	Classroom-Based Phonological Sensitivity Intervention (PSI) Using a Narrative Platform: An Experimental Study of First Graders at Risk for a Reading Disability
Quelle	In: Communication Disorders Quarterly, 33 (2011) 1, S.3-12 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740109356800
Schlagwörter	Experimental Groups; Control Groups; Reading Difficulties; Intervention; Early Reading; Language Impairments; Economically Disadvantaged; Classrooms; Reading Skills; Grade 1; Speech; Speech Language Pathology; At Risk Students; Elementary Schools; Socioeconomic Status; Socioeconomic Background; Pretests Posttests; Communication Disorders; Young Children; Evaluation; Texas + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Frühlesen; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Classroom; Klassenraum; Reading skill; Lesefertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Speaking; Sprechen; Elementary school; Grundschule; Volksschule; Socio-economic status; Sozioökonomischer Status; Sozioökonomische Lage; Kommunikationsstörung; Frühe Kindheit; Evaluierung
Abstract	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. (Contains 2 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10