title: Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments.
abstract: This article reviews research examining the efficacy of early phonological interventions for young students identified with Speech or Language impairments. Eighteen studies are included, providing results for nearly 500 students in preschool through third grade. Although findings were generally positive, there were large individual differences in response to intervention. Further, there was little evidence that interventions enabled students to catch up in phonological or reading skills to typically developing peers. Methodological issues are described and implications for practice and future research are discussed.
authors.affiliation: Florida Center for Reading Research at Florida State University.
authors.forename: Stephanie
authors.initials: S
authors.lastname: Al Otaiba
authors.affiliation: University of Pittsburg.
authors.forename: Cynthia
authors.initials: C
authors.lastname: Puranik
authors.affiliation: Florida State University.
authors.forename: Robin
authors.initials: R
authors.lastname: Zilkowski
authors.affiliation: Florida Center for Reading Research.
authors.forename: Tricia
authors.initials: T
authors.lastname: Curran