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Visual Phonics and Phonological Awareness Interventions: Stability of Gains in Language and Literacy
Document Type
Article
Publication Date
2010
Abstract
The current study was a follow-up to a pretest-posttest control group experiment that found speech and/or language impaired preschoolers significantly improved their receptive and expressive language skills after ten weeks of phonological awareness interventions. Following ten weeks of phonological awareness intervention, speech and/or language impaired preschoolers also made gains in early literacy skills, with greater gains in a phonological awareness group supplemented by See the Sound/Visual Phonics (visual phonics).
The present study was conducted as a follow-up six months later. The purpose was to determine the stability of gains from the two phonological awareness interventions on the development of auditory comprehension, overall language abilities, and early literacy skills. Specifically, the study examined the effect of phonological awareness intervention supplemented with visual phonics hand cues, in contrast with only phonological awareness intervention. Ten children identified as speech and/or language delayed were assigned to one of three groups that received (a) phonological awareness instruction, (b) phonological awareness instruction supplemented with visual phonics hand cues, or (c) no intervention. Two children were designated as a control group and eight were placed in each of two experimental groups.
Results demonstrated that preschoolers with speech and/or language impairment maintained gains in early literacy skills from phonological awareness intervention supplemented by visual phonics and phonological awareness alone. However, the control group also made similar gains in early literacy skills; therefore the gains could not be attributed solely to the phonological awareness treatments. The results showed that preschoolers with speech and/or language impairment did not maintain gains in auditory comprehension from the phonological awareness interventions. Conversely, gains found in overall language development were maintained by the phonological awareness group alone, but were not maintain when the phonological awareness intervention was supplemented by visual phonics.
Recommended Citation
Hampton, Mara, "Visual Phonics and Phonological Awareness Interventions: Stability of Gains in Language and Literacy" (2010). Undergraduate Honors Theses. 40.
https://thekeep.eiu.edu/honors_theses/40
