Effects of phonemic awareness instruction on the encoding skills of children with severe speech impairment.
OBJECTIVE
To examine the effects of phoneme-grapheme correspondence and phonemic awareness instruction on the encoding abilities of three pre-reading children with severe speech impairment (SSI).


METHODS
Using a single subject multiple baseline design across behaviours and participants, children received phoneme-grapheme awareness instruction followed by instruction in segmenting, manipulating, and encoding consonant-vowel-consonant (CVC) pseudowords.


RESULTS
Generalization occurred to encoding of novel CVC pseudo- and real words for two of the three participants.


CONCLUSIONS
Results suggest that phoneme-grapheme correspondence and phonemic awareness instruction is effective in developing encoding skills in children with SSI. Findings are consistent with those for other at-risk children.
Blischak
D M
DM
Department of Communication Sciences and Disorders, University of Florida, Gainesville, FL 32611, USA. blischak@ufl.edu
Shah
S D
SD
Lombardino
L J
LJ
Chiarella
K
K
D001184:Articulation Disorders / Q000175:diagnosis / Q000534:rehabilitation; D001364:Awareness / Q000502:physiology*; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007804:Language Development; D008297:Male; D010700:Phonetics; D011379:Prognosis; D012307:Risk Factors; D012494:Sampling Studies; D012720:Severity of Illness Index; D013064:Speech Disorders / Q000175:diagnosis* / Q000534:rehabilitation*; D013067:Speech Perception; D013068:Speech Production Measurement; D013070:Speech Therapy / Q000379:methods*; D016896:Treatment Outcome