Generalization of early metalinguistic skills in a phonological decoding study with first-graders at risk for reading failure

    Authors

    K. O. Rivers;L. J. Lombardino

    Comments

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    Abbreviated Journal Title

    Int. J. Lang. Commun. Disord.

    Keywords

    generalization; phonological awareness; phonemic decoding; reading; acquisition; treatment efficacy; SUBJECT EXPERIMENTAL-DESIGNS; TEACH PHONEMIC AWARENESS; YOUNG-CHILDREN; INDIVIDUAL-DIFFERENCES; KINDERGARTEN-CHILDREN; FOLLOW-UP; 1ST GRADE; ACQUISITION; SEGMENTATION; FLEXIBILITY; Audiology & Speech-Language Pathology; Linguistics; Rehabilitation

    Abstract

    This training study was designed to examine the effects of training letter-sound correspondences and phonemic decoding (segmenting and blending skills) on the decoding skills of three first-grade children identified to be at risk for reading failure. This training study was to examine the degree to which the subjects could readily learn decoding skills necessary for early reading and to determine the degree to which phonemic decoding training on CVC syllable structures generalize to untrained syllable structures. Three experimental subjects served as their own controls in a single-subject multiple-baseline design. Experimental subjects were compared to matched control subjects on their ability to decode real-word and pseudo-word stimuli and on formal test scores of reading and spelling. Following training, experimental subjects demonstrated substantial increases in their acquisition and generalization of phonological decoding skills, but revealed much smaller changes on pre-test to post-test measures of formal reading and spelling when compared to their matched control subjects.

    Journal Title

    International Journal of Language & Communication Disorders

    Volume

    33

    Issue/Number

    4

    Publication Date

    1-1-1998

    Document Type

    Article

    Language

    English

    First Page

    369

    Last Page

    391

    WOS Identifier

    WOS:000082921600002

    ISSN

    1368-2822

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