Phonological Awareness Intervention Research Articles

Examining an Explicit Phonological Awareness Intervention: The Impact on First Sound Fluency in Young Children.

The authors evaluated the ability of typically developing preschool children to acquire the phonemic awareness skill of first sound fluency (FSF) when trained through an explicit modeling treatment paradigm. Three preschool children participated in a single-case A-B-A research design in which the independent variable was shared book reading between professional and child with embedded modeling of first sounds in words and the dependent variable was the participants' ability to produce first sounds in words in response to the professional's auditory probes. A baseline phase included sessions without intervention. An intervention phase followed with sessions of explicit modeling of first sounds with hierarchal cueing and a follow-up phase. All three participants demonstrated immediate behavior change in an accelerating trend direction for FSF performance which was achieved after five sessions. However, the children's accuracy in producing first sounds in words was not maintained at levels expected for any of the participants. Suggestions are provided for how this strategy can be used and adapted by clinicians and educators to prepare preschool children for phonologically based emergent literacy skills needed to succeed in kindergarten.

The Effect of PA Intervention through Remote Collaboration for CCK

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.

The effectiveness of the SESFAR intervention program in supporting the phonological awareness of children with autism spectrum disorder

The purpose of this research was to determine the effectiveness of the Phonological Awareness Intervention Program in supporting the phonological awareness skills of two six- and seven-year-old children with autism spectrum disorder. Additionally, we collected follow-up and generalization data. The social validity data were evaluated by social comparison and subjective evaluation methods. The findings from the study showed that children with autism acquired phonological awareness skills with the Phonological Awareness Intervention Program presented with the direct instruction method. They maintained these skills in the follow-up sessions held after 1, 3, and 5 weeks and could generalize them to different people, tools, and settings. On the other hand, the social validity findings showed that children with autism who were the study participants exhibited similar phonological awareness skills to their peers. The findings obtained from the parents and teachers of the participating children indicated the study's social validity.

Teleneuropsychology intervention in phonological awareness for children with specific learning disorder with reading and mathematical difficulties

Specific learning disorder (SLD) is a neurodevelopmental disorder that affects 5–15% of school-aged children worldwide. Often, difficulties in reading (SLD-RD) and mathematics (SLD-MD) occur together. Deficits in phonological awareness (PA) have been identified as the common factor between the two difficulties. Intervention in PA has been shown to be effective in SLD-RD; however, it is not clear whether it is also effective in SLD-MD. Neuropsychological intervention is usually conducted face-to-face, but when the patient is in a remote location or during extraordinary situations such as the COVID-19 pandemic, tele neuropsychology (TeleNP) may be a suitable alternative. The objective of this study was to evaluate the efficacy of a telerehabilitation program for PA to improve math skills in children with SLD-RD/SLD-MD. The study had an N-of-1 SCED design, and included six children aged 10–12 years with SLD-RD/SLD-MD. After four baseline measurements with an arithmetic verification paradigm, they were treated with TeleNP-PA. The effect on each participant was evaluated using visual analysis and the reliable change index. After the intervention, all participants showed improvement in arithmetic tasks, suggesting that the PA intervention had a positive influence on these skills.

Associations among Variables in Technology-Enhanced Phonological Awareness Programmes Based on a Meta-Analysis

This article presents a quantitative approach of a systematic literature review, namely a meta-analysis, using 19 technology-based phonological awareness interventions carried out over the last decade, aiming at technology-mediated reading acquisition and focusing specifically on the capabilities of phonological awareness. The study showed consistent positive effects when compared with non-technological intervention programmes in preschoolers. The selected interventions fall into quasi-experimental designs with post-intervention measurements, and experimental and control groups. Aspects related to the participants, intervention or programme, methodology, and external factors to the research itself were coded and controlled. Associations found for the moderating variables were the type of technology used, the age of the participant, and the duration of the programme. We conclude by recognising the usefulness of a meta-analysis as an appropriate method that is capable of distinguishing among the various studies on the presence of effective factors in the development of phonological awareness instruction.

Effect of Phonological Awareness-Focused Interventions on Phonological Errors and Phonemic Awareness in Young School-Age Children.

This study aimed to explore the effects of an integrated phonological awareness intervention on phonological errors and phonemic awareness among young school-age children. Three children with at least one phonological error pattern and below-average phonological awareness skills participated in a non-concurrent multiple baseline single-subject design across participants' investigation. The integrated phonological awareness intervention consisted of completing blending and segmenting activities using 20 trained words, with a dose of 70 to 100 productions of the targeted phonological error pattern for 10, 30-minute sessions. All participants showed improvement in the primary dependent variable of percent consonants correct for their targeted error pattern for trained words. Results for percent phonemes correct showed gains for both blending and segmenting for all participants. All the participants transferred targeted skills to untrained words with their error pattern and generalized blending and segmenting to consonant-vowel-consonant words that did not contain their target error pattern in a pretest/posttest. Integrated phonological awareness intervention was an effective method of simultaneously improving speech production and phonemic awareness skills for young school-age children across 5 hours of treatment. The intervention was designed to be replicable by school-based speech-language pathologists seeking to efficiently support students with phonological errors and phonological awareness deficits.

The importance of phonological awareness as a natural approach in children’s reading process from Manuela Cañizares School

The present study examines the significant impact of phonological awareness on the reading acquisition of children aged 10 to 12, with a specific focus on those acquiring English as a second language in Ecuador. The report highlights the pressing need for educational reforms considering the nation’s difficulties in achieving mastery in the English language. The study used a mixed-methods methodology, using questionnaires and observations to examine the complexities of phonological awareness as a naturalistic approach and its influence on reading ability. The results of the study indicate that a considerable percentage of pupils have difficulties in reading English words, highlighting the need to implement efficient teaching approaches. This research paper presents a survey on a phonological awareness intervention, showing its capacity to improve both phonological awareness abilities and reading ability. Furthermore, the study reveals a deficiency in the use of natural approach techniques and pronunciation tactics, underscoring prospects for pedagogical improvement. The study’s larger ramifications beyond the realm of education, prompting scientists in interconnected fields to contemplate the crucial significance of phonological awareness in the process of language learning. Although this study provides interesting insights, it is important to acknowledge several limitations. One drawback is the narrow scope of the examined linguistic aspects, which may restrict the generalizability of the findings. Additionally, there may be limits on the sample size, which might impact the overall validity and representativeness of the results. Subsequent investigations may be conducted to overcome these constraints and delve into the enduring effects of interventions, therefore offering full insights to educators, policymakers, and researchers interested in language acquisition and teaching. In general, this study highlights the importance of phonological awareness in resolving challenges with reading, facilitating successful language training, and contributing to wider conversations on language acquisition approaches.

A survey on professionals’ beliefs and practices related to emergent literacy skills in children with autism spectrum disorder

ABSTRACT Professionals and educator’s beliefs and existing practices for children with autism spectrum disorder and families in the Indian context are less known. Hence, there is a need to review the current emergent literacy practices followed by healthcare professionals for children with autism spectrum disorder. The present study aimed to investigate the beliefs and practices among healthcare professionals for emergent literacy instruction in children with autism spectrum disorder in the Indian context. A total of 195 qualified healthcare professionals with a minimum experience of 3 years of literacy instruction to children with autism spectrum disorder, participated in a web-based survey. Many participants possessed accurate beliefs on emergent literacy concepts of children with autism spectrum disorder and followed evidence-based emergent literacy approaches in literacy instruction to children with autism spectrum disorder. Most healthcare professionals (78.5%) reported that shared book reading, phonological awareness intervention, and a literacy-rich environment are beneficial for acquiring emergent literacy skills in children with autism spectrum disorder. Healthcare professionals stated various effective emergent literacy interventions, several challenges in early literacy development, and the need for professional development programmes to assist literacy teaching to children with autism spectrum disorder. The results of the study confirmed the need to implement embedded-explicit emergent literacy intervention, which aligns with contemporary research. It further highlights the need for professional development programmes, research and evidence-based practices, an interdisciplinary approach, teaching resources and materials, parental awareness, and support programmes to assist literacy instruction in children with autism spectrum disorder. Trial registration: Clinical Trials Registry India identifier: CTRI/2020/11/029417.

Effect of Integrated Phonological Awareness Intervention for Children with Speech Sound Disorders

Objectives: Some children with speech sound disorders (SSD) are likely to have difficulty with phonological awareness skills and develop reading problems when they reach school age. This study aimed to examine the effect of the integrated phonological awareness intervention for children with SSD.Methods: Three children with SSD participated in the intervention study. All of them were 5 years old and showed consonant accuracy of about 50-80% in word levels of the Assessment of Phonology and Articulation for Children (APAC) test. They had no previous experience in speech therapy or specific phonological awareness training. Integrated phonological awareness which emphasized production practices for target phonemes as well as phonological awareness tasks were provided to the three children for approximately 12 weeks within a multiple baseline and AB design.Results: All the three children showed improvements in consonant accuracy of spontaneous speech as well as all target phonemes. Also, they showed progress in phonological awareness skills at syllable and body-coda levels. The intervention effects were maintained after the intervention phases were completed.Conclusion: This study confirmed that integrated phonological awareness intervention was effective in improving articulation and phonological awareness skills for children with SSD. It is expected that the intervention would prevent them from showing reading difficulties.

Effect of Integrated Phonological Awareness Intervention for Children with Speech Sound Disorders

Objectives: Some children with speech sound disorders (SSD) are likely to have difficulty with phonological awareness skills and develop reading problems when they reach school age. This study aimed to examine the effect of the integrated phonological awareness intervention for children with SSD.Methods: Three children with SSD participated in the intervention study. All of them were 5 years old and showed consonant accuracy of about 50-80% in word levels of the Assessment of Phonology and Articulation for Children (APAC) test. They had no previous experience in speech therapy or specific phonological awareness training. Integrated phonological awareness which emphasized production practices for target phonemes as well as phonological awareness tasks were provided to the three children for approximately 12 weeks within a multiple baseline and AB design.Results: All the three children showed improvements in consonant accuracy of spontaneous speech as well as all target phonemes. Also, they showed progress in phonological awareness skills at syllable and body-coda levels. The intervention effects were maintained after the intervention phases were completed.Conclusion: This study confirmed that integrated phonological awareness intervention was effective in improving articulation and phonological awareness skills for children with SSD. It is expected that the intervention would prevent them from showing reading difficulties.

Comparing the Effectiveness of Neurofeedback, Neuropsychology, and Phonological Awareness Methods in Improving Dyslexia Symptoms of Students: A Network Meta-analysis

Context: There is evidence of the positive effect of neurofeedback, neuropsychology, and phonological awareness interventions on improving dyslexia symptoms. However, no agreement exists on the effectiveness of these interventions and the most efficient intervention. Objectives: This research aimed to compare the effectiveness of interventions based on neurofeedback, neuropsychology, and phonological awareness in improving dyslexia symptoms in students with the network meta-analysis method to determine the most efficient intervention. Evidence Acquisition: A network meta-analysis was conducted to identify studies on neurofeedback, neuropsychology, and phonological awareness interventions. A systematic review was done using Scopus, PubMed, Magiran, SID, and Civilica databases to find studies related to the research objectives, which led to the analysis of 49 studies with 1,741 participants and 15 types of interventions compared to controls. Individual interventions were classified into neurofeedback, neuropsychology, and phonological awareness. The studies were evaluated in terms of the risk of bias. The data were analyzed using the frequency approach through R and R studio software to compare the direct and indirect evidence of the effectiveness of the interventions. Results: Neurofeedback, neuropsychology, and phonological awareness interventions were effective in improving dyslexia symptoms compared to controls. The perceptual-motor method, among individual interventions, and neuropsychological interventions, among group interventions, were ranked as "interventions with greater effectiveness" in reducing dyslexia symptoms. Subgroup analysis was also performed to find the sources of heterogeneity and inconsistency. Conclusions: To the perceptual-motor method and neuropsychology intervention group were ranked as the best interventions.. However, most of these studies were conducted in Iran, and further studies in different cultural fields and countries can help clarify the issue.

Comparing the Effectiveness of Neurofeedback, Neuropsychology, and Phonological Awareness Methods in Improving Dyslexia Symptoms of Students: A Network Meta-analysis

Context: There is evidence of the positive effect of neurofeedback, neuropsychology, and phonological awareness interventions on improving dyslexia symptoms. However, no agreement exists on the effectiveness of these interventions and the most efficient intervention. Objectives: This research aimed to compare the effectiveness of interventions based on neurofeedback, neuropsychology, and phonological awareness in improving dyslexia symptoms in students with the network meta-analysis method to determine the most efficient intervention. Evidence Acquisition: A network meta-analysis was conducted to identify studies on neurofeedback, neuropsychology, and phonological awareness interventions. A systematic review was done using Scopus, PubMed, Magiran, SID, and Civilica databases to find studies related to the research objectives, which led to the analysis of 49 studies with 1,741 participants and 15 types of interventions compared to controls. Individual interventions were classified into neurofeedback, neuropsychology, and phonological awareness. The studies were evaluated in terms of the risk of bias. The data were analyzed using the frequency approach through R and R studio software to compare the direct and indirect evidence of the effectiveness of the interventions. Results: Neurofeedback, neuropsychology, and phonological awareness interventions were effective in improving dyslexia symptoms compared to controls. The perceptual-motor method, among individual interventions, and neuropsychological interventions, among group interventions, were ranked as "interventions with greater effectiveness" in reducing dyslexia symptoms. Subgroup analysis was also performed to find the sources of heterogeneity and inconsistency. Conclusions: To the perceptual-motor method and neuropsychology intervention group were ranked as the best interventions.. However, most of these studies were conducted in Iran, and further studies in different cultural fields and countries can help clarify the issue.

Examining the effect of phonological awareness instruction on EFL learners’ pronunciation and motivation

ELT teachers in Indonesia mostly apply an integrative language teaching approach to cover the linguistic elements of language skills. However, the pronunciation in speaking exposure is required to be accurate through the intervention of phonological awareness. Thus, this study examines the effect of phonological awareness on students’ English pronunciation and how it provokes students’ motivation in speaking English. This study used a pretest-posttest control group design. The experimental group which consisted of 36 participants was given a phonological awareness intervention and the control group which consisted of 36 participants was given without any intervention. The instruments of the study were a text reading-aloud task and a questionnaire. Data were then analyzed using Pearson correlation and independent sample t-test. The findings revealed that phonological awareness instruction positively impacted participants’ pronunciation performance with better phonemes articulation, more appropriate stress determination, and more adequate intonation that directly provoked their speaking motivation. Therefore, EFL teachers should determine the phonological awareness approach for the potential English competence and performance integrated into the learning syllabus more intensively.

Phonological awareness intervention in mother tongue among Filipino kindergarten learners

Developing strong reading skills in children is crucial to overcoming language and academic barriers and ensuring future success in education. The extent of phonological awareness (PA) substantially affects children's reading ability (Hoff, 2014). Thus, the goal of the study was to document the success rate of ten Filipino kindergarten pupils enrolled in one public school in Calaca who underwent twenty sessions of 30-minute integrated PA intervention. The study employed mixed methods research utilizing intervention design. The quantitative results were taken from a single-group pretest-posttest, and the qualitative results were taken from a thematic analysis of interviews of educational assistants and kindergarten teachers at three-time points. Muñoz et al.’s (2018) pedagogical framework and Cummins’ (1979) Linguistic Interdependence Theory provided foundational support in analyzing how PA intervention in the mother tongue assists children in gradually promoting their reading outcomes in the mother tongue and English. Results show significant differences in PA and letter knowledge in Batangas Tagalog and English before and after the intervention. Batangas Tagalog scores show a very high significant positive correlation. Additionally, observations reveal positive changes among the pupils after undergoing the intervention. The study demonstrates that PA intervention in the mother tongue potentially provides a promising and sustainable way to improve the early reading skills of Filipino kindergarten pupils.

Impact of FM System Use on Acquisition of Phonological Awareness Skills for Children at Risk of Dyslexia: A Preliminary Classroom Study.

This study evaluated the effects of utilizing a frequency modulation (FM) system during phonological awareness intervention for students at risk for dyslexia in a classroom setting. Four first-grade students participated in an adapted-alternating single-case design study. Participants completed intervention targeting two phonological awareness skills and were assigned to wear an FM system during lessons targeting one skill and no FM system during lessons targeting the second skill. Performance was assessed using daily assessments on the skills targeted during intervention and one additional skill. Two participants demonstrated quicker and more pronounced improvement on the skill learned while wearing the FM system. The other two participants did not show improvement on any skill. For children who made gains as a result of phonological awareness intervention, the FM system was associated with quicker and greater improvement. FM systems show promise as a tool to use during phonological awareness training for at least some children at risk for dyslexia. https://doi.org/10.23641/asha.20540139.

Implementing Speech Perception and Phonological Awareness Intervention for Children With Speech Sound Disorders.

Children with speech sound disorders have more difficulties producing speech sounds accurately than same-age peers. In addition, they often have difficulties with speech perception, and weaker phonological awareness skills than their peers and are at risk for negative long-term academic and socio-emotional outcomes. In this tutorial, we describe ways in which clinicians can target speech perception and/or phonological awareness within the context of speech production practice. First, we briefly describe the speech perception and phonological awareness skills of children with speech sound disorders and summarize previous intervention studies that targeted speech production and speech perception and/or phonological awareness skills. Next, we demonstrate how clinicians may incorporate speech perception and phonological awareness intervention in speech therapy through example instructional objectives and activities and include a case study. Incorporating speech perception and phonological awareness into speech production intervention may improve speech and literacy outcomes for children with speech sound disorders.

Reading and phonological awareness improvement accomplished by transcranial direct current stimulation combined with phonological awareness training: A randomized controlled trial

Phonological awareness (PA) training is a core intervention in dyslexia. Recently, transcranial direct current stimulation (tDCS) has been probed as a complementary intervention for increasing reading ability in dyslexia, but not for enhancing the efficacy of PA. The aim of the current study was thus to examine whether tDCS combined with a PA intervention improves reading, but also PA abilities as a proxy in children with dyslexia. A randomized, double-blind, sham-controlled clinical trial was performed to assess the effects of tDCS (applied bilaterally over the temporo-parietal junction with the anode placed over the left, and the cathode placed over the right hemisphere) combined with PA training on reading and PA abilities in dyslexic patients. Twenty-eight participants were randomly assigned to active (PA + anodal tDCS) or sham (PA + sham tDCS) groups. Each subject participated in 15 treatment sessions. PA and real/non-word reading were evaluated at baseline before the intervention, at the end of the fifth, tenth, and final intervention sessions, and then 6 weeks after intervention. In the active tDCS group, the mean scores of non-word reading and PA tests were significantly improved during, immediately, and 6 weeks after the treatment, as compared to the sham tDCS group. tDCS is thus a promising complementary intervention if combined with PA training to enhance PA and reading abilities in dyslexia for an extended period after treatment.

Phonological awareness intervention using a standard treatment protocol for individuals with Down syndrome

This multiple baseline across-participants single case desgin study examined the effect of small group, phonological awareness intervention on the phonological awareness skills of three school-age children with Down syndrome. Each child with Down syndrome was paired with a typical peer to participate in small group intervention, three sessions per week for seven weeks. Lessons from a single unit in the Intensive Phonological Awareness Program were adapted to incorporate repeated exposure to the curriculum and increased opportunities for practice. A functional relation between the intervention and improved phonological awareness skills was not established based on visual analysis of the probe data across the three participants. However, an increasing therapeutic trend following delayed treatment effects as well as an increase in phase means from baseline to intervention was observed for each participant. This investigation provides preliminary guidance for adapting phonological awareness standard treatment protocols for children with Down syndrome by providing repeated opportunities for practice and including peers in small group intervention.

Effects of a kindergarten phonological awareness intervention on grade one reading achievement among Spanish-speaking children from low-income families

There is little knowledge about the effects of kindergarten Spanish phonological awareness interventions on literacy outcomes of grade one children from vulnerable environments. To fill this gap, this study evaluates the effects of a kindergarten phonological awareness intervention on grade one literacy skills in Spanish speaking children ( N = 178) from low-income neighborhoods in Argentina. The three-month program delivered at the beginning of kindergarten included 34 lessons focused on phoneme segmentation, categorization, and blending, and letter-sound knowledge. Using a pretest-posttest comparison-group design, measures of phonological awareness, word reading, and spelling were collected before the intervention, immediately after the intervention, and one year later when children were finishing grade one. In addition, reading comprehension was examined at the end of grade one. Results reveal that the intervention had a significant effect on phonological awareness skills, letter-sound knowledge, word reading, spelling, and reading comprehension. These findings suggest that a systematic, phonological awareness intervention program delivered during kindergarten to native speakers of Spanish has a positive impact on their grade one literacy outcomes.

Improving phonological awareness with Talking Tables in at-risk kindergarten readers

BackgroundFor young children experiencing phonological awareness (PA) difficulties, the need for early and targeted intervention to prevent reading disability is unequivocal. There are very few studies, however, on the efficacy of PA interventions delivered at school. AimsThis study examined the impact of an early PA intervention embedded within an oral language program designed for at-risk kindergartners. MethodsUsing a quasi-experimental pretest/posttest design, at-risk readers from four schools received either the 10-week intervention in small groups, three times a week for 30 min as a supplement to the regular classroom curriculum or served as controls not participating in the intervention and receiving the usual classroom instruction. ResultsChildren in the intervention group demonstrated a greater use of phonological awareness at posttest on overall composites of phonological processing, and on several individual accuracy and fluency measures targeting skills at the phoneme level. ConclusionsThe results add to accumulating evidence on the efficacy and effectiveness of teacher-delivered school-based early literacy interventions.