Abstract
ed from: Loeb, D. F., Gillam, R. B., Hoffman, L., Brandel, J., & Marquis, J. (2009). The effects of Fast ForWord Language on the phonemic awareness and reading skills of school-age children with language impairments and poor reading skills. American Journal of Speech-Language Pathology, 18, 376–387. Source of funding and disclosure of interest: This study was supported by National Institutes of Health Grants U01 DC04560 and P30 HD02528 as well as the Kansas Mental Retardation and Developmental Disabilities Research Center, BNCD, P30 DC005803; the original authors of this research report no conflicts of interest.
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