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The Effects of Phonological Awareness Instruction on Beginning Word Recognition and Spelling

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TitleThe Effects of Phonological Awareness Instruction on Beginning Word Recognition and Spelling
Publication TypeJournal Article
AbstractThis investigation examined the effects of phonological awareness instruction on four children, aged 8 – 9 years, with complex communication needs (CCN) who used augmentative and alternative communication (AAC). During Experiment 1 all four children acquired letter/sound correspondence and phoneme awareness at varying levels. One child reached criterion. Three children maintained their skills and one child generalized to 10 untaught letters/sounds. During Experiment 2 one of four children reached criterion in beginning word recognition and improved her post-intervention word identification. Three children increased their spelling ability. The results are interpreted within the framework of current theory and are suggestive of the skills children with complex communication needs may need in order to acquire early decoding skills.
AuthorsTruxler, J. E., and O’Keefe B. M.
Year of Publication2007
PublicationJournal of Augmentative and Alternative Communication
Volume23
Issue2
Pages164-176
ISSN0743-4618 (print); 1477-3848 (online)
Publisher DOIhttp://informahealthcare.com/doi/abs/10.1080/07434610601151803
Keywords (MeSH)cerebral palsy, child, communication aids for disabled, communication barriers, comprehension, developmental disabilities, education, speech therapy, vocabulary
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