title: Remedial interventions for children with reading disabilities: speech perception--an effective component in phonological training?
abstract: The effects of two types of phonological training in children with reading disabilities (RD) were examined. One of the programs (SP/LPA) trained children in speech discrimination, letter-sound correspondence, and phonemic awareness. The other program (LPA) trained children only in letter-sound correspondence and phonemic awareness. The effects of these programs were compared with a control group. Thirty-five children with RD were trained in small groups five times a week for 4 weeks. The results indicated that both experimental groups improved in phonemic awareness compared to the control group but that only the SP/LPA group scored higher than the control group in reading.
authors.affiliation: Faculty of Psychology, La Laguna University, Canary Islands, Spain. mrortiz@ull.es
authors.forename: Maria
authors.initials: M
authors.lastname: del Rosario Ortiz González
authors.forename: Ana I García
authors.initials: AI
authors.lastname: Espinel
authors.forename: Remedios Guzmán
authors.initials: RG
authors.lastname: Rosquete
mesh_terms: D002648:Child; D004410:Dyslexia / Q000534:rehabilitation*; D005260:Female; D006801:Humans; D008297:Male; D012073:Remedial Teaching / Q000379:methods*; D013067:Speech Perception; D013070:Speech Therapy; D016896:Treatment Outcome