Low intensity phonological awareness training in a preschool classroom for children with communication impairments

Laing, Sandra P.; Espeland, Wendy Nelson

doi:10.1016/j.jcomdis.2004.03.009

Cited by 52 publications

(53 citation statements)

References 20 publications

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“…Of course, we recognize we have only scratched the surface of the work that remains to truly understand how effective this paradigm could be. Kronenberger et al’s study, along with earlier studies in NH children [70,75–77], provided evidence that training can lead to improvement on trained tasks and tasks that are proximally related to the training; the current study adds to the evidence that training can improve performance on distally related tasks, at least when transfer is assessed in tasks that depend on the on the trained skills. However, a limitation of all these studies, including the present one, is that there is no indication of which PA and WM skills are being improved via training.…”

Section: Discussion 14supporting

confidence: 61%

Auditory–cognitive training improves language performance in prelingually deafened cochlear implant recipients

Ingvalson

Young

Wong

2014

International Journal of Pediatric Otorhinolaryngology

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Objectives Phonological and working memory skills have been shown to be important for the development of spoken language. Children who use a cochlear implant (CI) show performance deficits relative to normal hearing (NH) children on all constructs: phonological skills, working memory, and spoken language. Given that phonological skills and working memory have been shown to be important for spoken language development in NH children, we hypothesized that training these foundational skills would result in improved spoken language performance in CI-using children. Design Nineteen prelingually deafened CI-using children aged 4- to 7-years-old participated. All children had been using their implants for at least one year and were matched on pre-implant hearing thresholds, hearing thresholds at study enrollment, and non-verbal IQ. Children were assessed on expressive vocabulary, listening language, spoken language, and composite language. Ten children received four weeks of training on phonological skills including rhyme, sound blending, and sound discrimination and auditory working memory. The remaining nine children continued with their normal classroom activities for four weeks. Language assessments were repeated following the training/control period. Results Children who received combined phonological-working memory training showed significant gains on expressive and composite language scores. Children who did not receive training showed no significant improvements at post-test. On average, trained children had gain scores of 6.35 points on expressive language and gain scores of 6.15 points whereas the untrained children had test-retest gain scores of 2.89 points for expressive language and 2.56 for composite language. Conclusion Our results suggest that training to improve the phonological and working memory skills in CI-using children may lead to improved language performance.

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Section: Discussion 14supporting

confidence: 61%

Auditory–cognitive training improves language performance in prelingually deafened cochlear implant recipients

Ingvalson

Young

Wong

2014

International Journal of Pediatric Otorhinolaryngology

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“…In related work, we have applied these nonvocal techniques to developing an assessment of phonemic awareness and the alphabetic principle (Barker, Bridges, & Saunders, 2014). With a greater emphasis on reading instruction for all individuals, procedural adaptations for foundational skills will be critical to meet the needs of individuals who also have speech impairments (Barker, Saunders, & Brady, 2012;Barker et al, 2014;Hesketh, Dima, & Nelson, 2007;Iacono & Cupples, 2004;Laing & Espeland, 2005;Vandervelden & Siegel, 1999, 2001.…”

Section: Discussionmentioning

confidence: 99%

Developing the Alphabetic Principle to Aid Text-Based Augmentative and Alternative Communication Use by Adults With Low Speech Intelligibility and Intellectual Disabilities

Schmidt-Naylor

Saunders

Brady

2017

Am J Speech Lang Pathol

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Purpose: We explored alphabet supplementation as an augmentative and alternative communication strategy for adults with minimal literacy. Study 1's goal was to teach onset-letter selection with spoken words and assess generalization to untaught words, demonstrating the alphabetic principle. Study 2 incorporated alphabet supplementation within a naming task and then assessed effects on speech intelligibility. Method: Three men with intellectual disabilities (ID) and low speech intelligibility participated. Study 1 used a multipleprobe design, across three 20-word sets, to show that our computer-based training improved onset-letter selection. We also probed generalization to untrained words. Study 2 taught onset-letter selection for 30 new words chosen for functionality. Five listeners transcribed speech samples of the 30 words in 2 conditions: speech only and speech with alphabet supplementation. Results: Across studies 1 and 2, participants demonstrated onset-letter selection for at least 90 words. Study 1 showed evidence of the alphabetic principle for some but not all word sets. In study 2, participants readily used alphabet supplementation, enabling listeners to understand twice as many words. Conclusions: This is the first demonstration of alphabet supplementation in individuals with ID and minimal literacy. The large number of words learned holds promise both for improving communication and providing a foundation for improved literacy.

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“…Os resultados deste estudo corroboram os achados de diversas pesquisas em consciência fonológica que afirmam que crianças com desvio fonológico quando comparadas com crianças com desenvolvimento fonológico normal apresentam, de forma geral, um desempenho inferior em tarefas de consciência fonológica 13,14,21,22,28,29 . Isso reforça a afirmação de que a consciência fonoarticulatória é parte importante da consciência fonológica 7 e que essa habilidade deve ser incluída nas rotinas de avaliação e tratamento de crianças com desvio fonológico.…”

Section: Discussionunclassified

“…Um estudo, com 11 pré-escolares, formado por um grupo de sujeitos com atraso de linguagem e/ ou desvio fonológico e outro grupo de crianças com desenvolvimento normal, concluiu que os participantes com atraso de fala e/ou desvio fonológico apresentaram dificuldades nas habilidades em consciência fonológica. Os autores sugerem que tais alterações podem ser minimizadas por meio de um programa de intervenção em habilidades em consciência fonológica 22 .…”

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A consciência fonoarticulatória em crianças com desvio fonológico

Vidor-Souza

Mota

Santos³

2010

Rev. CEFAC

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RESUMOObjetivo: verificar as habilidades em consciência fonoarticulatória de crianças com desvio fonológico, comparando-as com as habilidades em consciência fonoarticulatória de crianças com desenvolvimento fonológico normal. Método: participaram do estudo 60 crianças, sendo 30 do grupo controle, com desenvolvimento fonológico normal e 30 do grupo estudo, com desvio fonológico. Todos os participantes foram submetidos à avaliação da consciência fonoarticulatória e os desempenhos dos dois grupos foram comparados. Resultados: pode-se verificar diferença estatisticamente significante entre o grupo controle e o grupo estudo nas tarefas de consciência fonoarticulatória, com maiores escores para o grupo controle. Conclusões: crianças com desvio fonológico apresentam maior dificuldade em habilidades de consciência fonoarticulatória se comparadas a crianças com desenvolvimento fonológico normal. . Consciência fonoarticulatória é a habilidade responsável pela distinção das articulações dos sons da fala. É a capacidade do indivíduo pensar sobre os sons e relacioná-los aos movimentos que os articuladores fazem para produzi-los. Essa habilidade, além de auxiliar a percepção e produção da fala, facilita a aprendizagem do sistema de escrita alfabético 7 . Uma pesquisa que teve como objetivo de relacionar a consciência fonoarticulatória e a linguagem escrita revelou que o desempenho em consciência fonoarticulatória das crianças do sexo feminino é superior ao masculino e que existe relação entre a consciência fonoarticulatória e a aquisição da linguagem escrita. Com isso, as autoras do estudo inferem que pensar sobre os sons da fala e os movimentos que os articuladores fazem para produzi-los é uma habilidade facilitadora para a aprendizagem do sistema alfabético de escrita 8 . Desvios fonológicos são alterações linguísticas que se manifestam pelo uso de padrões anormais na produção da fala 9 . DESCRITORES: Distúrbios da INTRODUÇÃOConsciência fonológica é a habilidade que permite ao ser humano pensar e agir sobre os sons da fala 1,2 . Essa habilidade possui diferentes níveis: a consciência da palavra, da sílaba, das unidades intrassilábicas e do fonema 3 . Esses níveis se aprimoram espontaneamente ou por meio do ensino formal da linguagem escrita, dependendo da sua complexidade 4 . O desenvolvimento dos níveis de consciência fonológica ocorre em etapas sucessivas, integrando um processo continuado, não necessariamente linear 5 .

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Low intensity phonological awareness training in a preschool classroom for children with communication impairments

Cited by 52 publications

References 20 publications

Auditory–cognitive training improves language performance in prelingually deafened cochlear implant recipients

Auditory–cognitive training improves language performance in prelingually deafened cochlear implant recipients

Developing the Alphabetic Principle to Aid Text-Based Augmentative and Alternative Communication Use by Adults With Low Speech Intelligibility and Intellectual Disabilities

A consciência fonoarticulatória em crianças com desvio fonológico

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