Phonological awareness intervention: Comparison of Fast ForWord, Earobics, and LiPS
Phonological awareness intervention: Comparison of Fast ForWord, Earobics, and LiPS
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DOI：
10.3200/joer.97.3.147-158
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发表时间：
2004-01-01
影响因子：
2.1
通讯作者：
Jamison, PJ
中科院分区：
文献类型：
--
作者：
Pokorni, JL;Worthington, CK;Jamison, PJ
研究者发现，作为阅读习得的一个基本要素，音素意识（PA）的训练在不同程度上是有效的，这取决于受众的特征。在这项研究中，作者探讨了3个程序的相对有效性-快速ForWord，耳操，唇。作者将60名语言和阅读缺陷的学生随机分配到3种干预措施中的一种。学生在一个大型学区进行的为期20天的暑期项目中接受了三次1小时的每日干预会议。测量PA，语言，阅读相关技能的收集和分析。在干预6周后，耳强和LiPS与PA测量的增益相关。在语言或阅读测量上没有发现组效应。
Researchers have found that training in phonemic awareness (PA), a fundamental element for reading acquisition, is effective in varying degrees, depending on characteristics of the audience. In this study, the authors explored the relative effectiveness of 3 programs-Fast ForWord, Earobics, and LiPS. The authors randomly assigned 60 students with language and reading deficits to 1 of 3 interventions. Students received three 1-hr daily intervention sessions during a 20-day summer program conducted by a large school district. Measures of PA, language-, and reading-related skills were collected and analyzed. Earobics and LiPS were associated with gains on PA measures 6 weeks after intervention. No group effects were found on language or reading measures.