Graduate Program
Communication Disorders and Sciences
Degree Name
Master of Science (MS)
Semester of Degree Completion
2009
Thesis Director
Tina Veale
Thesis Committee Member
Angela Anthony
Thesis Committee Member
Jean Smitley
Abstract
The purpose of this study was to determine the effectiveness of two phonological awareness interventions on the development of auditory comprehension, expressive language, semantics, and syntax. Specifically, the study examined the effect of phonological awareness intervention integrated with See the Sound/Visual Phonics hand cues versus only phonological awareness intervention. Twenty-seven 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 coupled with visual phonics hand cues, or (c) no intervention. Seven children were designated as a control group and twenty were placed in one of two experimental groups. Experimental groups participated in a ten-week phonological awareness intervention program facilitated by two Eastern Illinois University graduate students in Communication Disorders and Sciences. The interventions were taught in twenty-minute sessions, twice per week, for ten weeks, in small groups of three to four children.
Experimental Group 1 {n=8) received phonological awareness intervention consisting of activities such as rhyming, syllable counting, and sound segmentation and discrimination tasks. Experimental Group 2 (n=l 0) participated in a similar phonological awareness intervention program; however, visual phonics hand shapes were integrated into the intervention. Results demonstrated that preschoolers with speech and/or language impairment benefited from either phonological awareness intervention coupled with visual phonics or phonological awareness intervention alone. Outcomes of the present • study did not show a significant advantage to supplementing phonological awareness intervention with visual phonics or traditional phonological awareness intervention approach for preschoolers with speech and/or language impairment. Auditory comprehension, expressive language, language content and language structure improved significantly following ten weeks of either phonological awareness intervention integrated with visual phonics or phonological awareness intervention alone. Results suggest that preschool children with speech and/or language impairment may significantly benefit from either phonological awareness intervention integrated with visual phonics hand cues or phonological awareness intervention alone.
Recommended Citation
Dyke, Jodi, "The Application Of Visual Phonics And Phonological Awareness Interventions To Address Language Impairment In Preschool Children" (2009). Masters Theses. 104.
https://thekeep.eiu.edu/theses/104
