Treatment integrity is an underexposed issue in the phonological awareness intervention research. The current study assessed the integrity of treatment of the families (N = 32) participating in the experimental condition of a home-based pre-reading intervention study. The participating kindergartners were all genetically at risk for developing dyslexia. Two aspects of treatment integrity, the number of lessons completed (quantity) and the quality of the administration of the programme (observed in a videotaped session), were investigated. The level of treatment integrity turned out to be 66% when completion of all lessons was taken as quantitative criterion, and about 74% when quality of the parent-child interaction was assessed. The two measures could predict the pre-reading skills at the end of kindergarten. Together they accounted for 43% of the variance in this dependent variable. Together with pre-reading scores at the pre-test the total predicted variance was 87%. The number of lessons completed still contributed 12% to the prediction after controlling for pre-test scores. The results indicated that treatment integrity indeed appears to be an important aspect of treatment outcome and should therefore be included in intervention studies.
Dutch children at higher familial risk of reading disability received a home-based intervention programme before formal reading instruction started to investigate whether this would reduce the risk of dyslexia. The experimental group (n=23) received a specific training in phoneme awareness and letter knowledge. A control group (n=25) received a non-specific training in morphology, syntax, and vocabulary. Both interventions were designed to take 10 min a day, 5 days a week for 10 weeks. Most parents were sufficiently able to work with the programme properly. At post-test the experimental group had gained more on phoneme awareness than the control group. The control group gained more on one of the morphology measures. On average, these specific training results did not lead to significant group differences in first-grade reading and spelling measures. However, fewer experimental children scored below 10th percentile on word recognition.
Children (5 and 6 years old, n=30) at familial risk of dyslexia received a homebased intervention that focused on phoneme awareness and letter knowledge in the year prior to formal reading instruction. The children were compared to a no-training at-risk control group (n=27), which was selected a year earlier. After training, we found a small effect on a composite score of phoneme awareness (d=0.29) and a large effect on receptive letter knowledge (d=0.88). In first grade, however, this did not result in beneficial effects for the experimental group in word reading and spelling. Results are compared to three former intervention studies in The Netherlands and comparable studies from Denmark and Australia.
This study investigated the development of the many‐to‐one counting strategy in 4‐ year‐old children. In the first experiment, 52 children participated. Their development with respect to two kinds of tasks, a hidden‐items task and a needed‐items task, was studied over four sessions. Children (n = 28) who accurately used the many‐to‐one strategy in Session 4 also participated in the second experiment. These children were presented with more difficult hidden‐ and needed‐items tasks. It was found that children often produced the strategy for the first time on tasks with relatively few items. Most children then kept producing it, even if they initially did not obtain much profit from its use because of counting errors. Increasing task difficulty resulted in children making more counting errors or reverting to invalid strategies depending on the nature of the new task.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.