The Effect of PA Intervention through Remote Collaboration for CCK

Abstract

Objectives: This study aimed to examine the effects of a phonological awareness and phonics intervention through remote collaboration between SLPs and teachers on the decoding skills of children from multicultural families with poor reading in the lower grades of elementary school. Methods: In this study, a multi-probe design was used to verify the effect of the intervention. The subjects were 3 multicultural children with poor reading skills (grades 1-2) and 3 teachers for each child. Their reading skills were examined through tests of phonological awareness and decoding (word level) in the baseline, intervention, and maintenance phases. Additionally, tests of decoding (sentence level) were conducted in the generalization phase to examine generalization at the sentence level. In this study, SLPs provided instruction to each child twice a week and also provided guide videos to each teacher once a week for 2 months. Results: All children were found to have high improvements in decoding skills (word level) and phonological awareness skills. Additionally, as a result of standardized reading and writing test (QRW), all children’s post-intervention raw scores were improved in all areas. In the generalization phase, all children showed improvements in decoding skills (sentence level). In the maintenance phase, all children were found to have a large effect size. Conclusion: The results show that phonological awareness and phonics intervention through remote collaboration between two experts had positive effects on the decoding skills of multicultural children with poor reading. Also, this intervention improved teachers’ teaching efficacy. Thus, the implementation of studies for collaboration between experts is suggested.