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Training phonological awareness with and without explicit attention to articulation.
Journal of Experimental Child Psychology
|March 13, 1999
Summary
Phonological awareness training improved reading skills in children with difficulties. Manipulating sounds was beneficial, but explicit articulation attention offered no unique advantages.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Developmental Psychology
Background:
- Children with reading difficulties often struggle with phonological awareness.
- Effective interventions for reading difficulties are crucial for academic success.
Purpose of the Study:
- To investigate the impact of different phonological awareness training components on reading skills.
- To compare the effectiveness of sound manipulation and articulatory awareness training.
Main Methods:
- 122 children (grades 2-5) with reading difficulties participated.
- Training involved phonics, computer-based reading with support, and variations in phonological awareness activities (sound manipulation, articulation focus).
- A control group received regular instruction.
Main Results:
- All trained groups outperformed controls on reading-related tests.
- Sound manipulation training showed benefits for phonological awareness measures.
- Articulatory awareness training did not provide unique advantages during the study period.
- Initial phonological awareness, naming speed, IQ, and grade influenced treatment response.
Conclusions:
- Phonological awareness training is effective for children with reading difficulties.
- Specific training variations may be less critical than overall engagement in phonological training.
- Individual differences play a role in treatment outcomes.