Purpose: This study evaluated the effects of utilizing a frequency modulation (FM) system during phonological awareness intervention for students at risk for dyslexia in a classroom setting.
Method: Four first-grade students participated in an adapted-alternating single-case design study. Participants completed intervention targeting two phonological awareness skills and were assigned to wear an FM system during lessons targeting one skill and no FM system during lessons targeting the second skill. Performance was assessed using daily assessments on the skills targeted during intervention and one additional skill.
Results: Two participants demonstrated quicker and more pronounced improvement on the skill learned while wearing the FM system. The other two participants did not show improvement on any skill.
Conclusions: For children who made gains as a result of phonological awareness intervention, the FM system was associated with quicker and greater improvement. FM systems show promise as a tool to use during phonological awareness training for at least some children at risk for dyslexia.
Supplemental Material: https://doi.org/10.23641/asha.20540139.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1044/2022_AJSLP-22-00002 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Orthographic-phonological mapping impairments in Chinese children with developmental dyslexia: insights from an ERP investigation.
Ann Dyslexia
December 2024
Jiangsu Key Laboratory of Language and Cognitive Neuroscience, Xuzhou, China.
In the realm of logographic writing systems, such as Chinese characters, orthographic transparency fundamentally differs from alphabetic languages, posing unique challenges for individuals with developmental dyslexia (DD). This study employed event-related potentials (ERPs) and a masked priming paradigm to investigate how Chinese children with DD compared to typically developing (TD) children in their utilization of orthographic-phonological mapping rules during the processing of pseudocharacters. The findings revealed noteworthy distinctions between TD and DD children.
View Article and Find Full Text PDFIntervention and Sampling Trends in Literacy Research for Young Augmentative and Alternative Communication Users: A Scoping Review.
J Speech Lang Hear Res
December 2024
Center for Literacy and Disability Studies, The University of North Carolina at Chapel Hill.
Purpose: This scoping review aims to characterize the body of literature addressing literacy interventions involving young children (ages 2-8 years) who use or would benefit from aided augmentative and alternative communication (AAC).
Method: A systematic search was conducted in six databases. The search yielded 33 intervention studies.
Trajectories of language development, cognitive flexibility and phoneme awareness knowledge in early childhood.
Int J Lang Commun Disord
December 2024
Faculty of Health, University of Canterbury, Christchurch, New Zealand.
Article Synopsis
- Early childhood is a crucial time for language development, and this study investigates how phoneme awareness and cognitive flexibility evolve in children aged 4 to 5, focusing on early, intermediate, and late language development patterns.
- The study involved 439 four-year-olds who underwent various assessments, revealing that early language developers showed greater improvement in language and phonological skills, while intermediate and late developers exhibited steeper increases in cognitive flexibility.
- The results highlight the interconnectedness of phoneme awareness, cognitive functioning, and language skills, suggesting that interventions for children with language delays should focus on enhancing both literacy and executive function skills.
An ERP study on multiplication and its relationship to phonological processing in children and adults.
Psychol Res
December 2024
Department of Psychology, University of York, York, UK.
Associations between arithmetic and reading skills suggest that these important abilities may rely, at least in part, on shared neurocognitive processes. It has been argued that retrieval of arithmetic facts may rely on phonological processing; however, very few studies have explored this association using neural indices and whether it manifests similarly in children and adults. Here we examined event related potentials (ERPs) as an indirect neural correlate of arithmetic fact retrieval, and whether variability in ERP modulation is associated with individual differences in phonological processing (verbal working memory, rate of access, and phonological awareness).
View Article and Find Full Text PDFAre Speech Sound Difficulties Risk Factors for Difficulties in Language and Reading Skills? A Systematic Review and Meta-Analysis.
J Speech Lang Hear Res
December 2024
Department of Education, UiT The Arctic University of Norway, Tromsø.
Background: Children with speech sound difficulties often require educational psychology services, yet systematic reviews examining the association between these difficulties and language or reading problems are lacking. This meta-analysis examines whether these children are at higher risk of language and reading difficulties compared to their peers.
Method: The study analyzed 290 effect sizes from cross-sectional and longitudinal studies that compared language and reading skills between children with speech sound difficulties and controls.
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!