Ann A. Tyler|Gail Gillon|Toby Macrae|Roberta L. Johnson
Direct and Indirect Effects of Stimulating Phoneme Awareness vs. Other Linguistic Skills in Preschoolers With Co-occurring Speech and Language Impairments
Tyler Junior College|Tyler Junior College|Tyler Junior College|Tyler Junior College
aim purpose study examine effects integrated phoneme awarenessspeech intervention comparison alternating speechmorphosyntax intervention specific areas targeted different interventions well extent indirect gains nontargeted areas method total 30 children cooccurring speech sound disorder language impairment average age 45 participated study 18 united states 12 new zealand children matched pairs randomly assigned 2 proven efficacious treatments delivered 6week blocks separated 6week break phoneme awareness speech sound production oral language outcome measures collected pretreatment intervention block results conclusions intervention groups made statistically significant gains measures exception morpheme measure approaching significance clear trends favor specificity interventions suggesting increased sample size might led significant intervention differences results implicate need early intervention integrates oral language phoneme awarenessearly literacy skills children multiple deficits