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ERIC Number: EJ1075179
Record Type: Journal
Publication Date: 2015
Pages: 24
Abstractor: As Provided
Reference Count: 74
ISSN: ISSN-1927-5250
Efficacy of a Classroom Integrated Intervention of Phonological Awareness and Word Recognition in "Double-Deficit Children" Learning a Regular Orthography
Mayer, Andreas; Motsch, Hans-Joachim
Journal of Education and Learning, v4 n3 p88-111 2015
This study analysed the effects of a classroom intervention focusing on phonological awareness and/or automatized word recognition in children with a deficit in the domains of phonological awareness and rapid automatized naming ("double deficit"). According to the double-deficit hypothesis (Wolf & Bowers, 1999), these children belong to the group who show the most pronounced difficulties when learning how to read and write. Our results suggest that children with a double deficit are at great risk of developing dyslexia unless they receive specific support. Moreover, the results of the intervention study are the first to show how German speaking children with a double deficit can be adequately supported within the framework of standard beginners' reading and writing lessons in inclusive classrooms so that impending difficulties in the acquisition of written language can be successfully prevented. The support measures focus on a training of phonological awareness and automatized processing of sublexical orthographic units. However, potential modifications of the training are currently being discussed since not all children in the training groups were able to benefit satisfactorily.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany; West Germany