Short report on a syllable-based intervention to improve phonemic awareness and reading in children with DLD

Abstract

With fragile phonological representations, children with developmental language disorder (DLD) risk failure when learning to read. The study reported that teaching letters-to-syllable relationships can improve phonemic awareness skills or reading performances of three French-speaking children with DLD, using a single case methodology with an AB design. These findings are promising for children at risk of reading disability and extend current knowledge concerning syllable-based teaching for developing literacy.