An Investigation of Treatment Scheduling for Phonemic Awareness With Kindergartners Who Are at Risk for Reading Difficulties
An Investigation of Treatment Scheduling for Phonemic Awareness With Kindergartners Who Are at Risk for Reading Difficulties
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DOI：
10.1044/0161-1461(2008/07-0077
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发表时间：
2009-01-01
影响因子：
2.4
通讯作者：
Harm, Heide M.
中科院分区：
文献类型：
--
作者：
Ukrainetz, Teresa A.;Ross, Catherine L.;Harm, Heide M.
研究目的：本研究考察了两种语音意识训练方案。方法：41名5-6岁幼儿，包括22名英语学习者，接受了11小时的语音意识训练：集中训练(CP，3x/wk至12月)、分散训练(DP，1x/wk至3月)和分散词汇控制(CON)。在两种治疗条件下，在字母名称和第一发音方面有中度缺陷的参与者都显示出显著的好处。三倍的强度对音素意识没有额外的影响。在未处理期间，CP继续显著增加。在3月份，CP和DP显著大于CON，但除了在最后声音上有轻微的DP优势外，这两个条件没有什么不同。到了5月份，3种情况之间没有显著差异。结论：对于音素意识，在一个学年的过程中，伴随着课堂教学，短时间、高强度训练所获得的收益与每周持续训练所获得的收益相似。中度缺陷的高危幼儿园儿童比轻度缺陷的幼儿园儿童受益更多。儿童，特别是那些有轻微缺陷的儿童，可能只需课堂教学和从另一领域的治疗中附带的自我调节收益，就可以显著改善。
Purpose: This study examined 2 schedules of treatment for phonemic awareness.Method: Forty-one 5- to 6-year-old kindergartners, including 22 English learners, with low letter-name and first-sound knowledge received 11 hr of phonemic awareness treatment: concentrated (CP, 3x/wk to December), dispersed (DP, 1x/wk to March), and dispersed vocabulary control (CON).Results: English learners performed similarly to native English speakers. Participants with moderate deficits in letter-names and first sounds showed significant benefits after both treatment conditions. Three times the intensity had no additional effect on phonemic awareness. CP continued to increase significantly, during the no-treatment interval. In March, CP and DP were significantly greater than CON, but the 2 conditions did not differ other than with a minor DP advantage on last sounds. By May, there were no significant differences among the 3 conditions. in meeting grade-level expectations for phoneme segmenting.Conclusion: For phonemic awareness, over the course of a school year, with concomitant classroom instruction, the gains made from short, intense treatment were similar to those made from continuous weekly treatment. At-risk kindergartners with moderate deficits benefited more than those with mild deficits. Children, particularly those with mild deficits, may improve substantially with only classroom instruction and incidental self-regulatory gains from treatment for another area.