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Roth, Froma P.; Troia, Gary A.; Worthington, Colleen K.; Handy, Dianne – Learning Disability Quarterly, 2006
The primary purpose of this study was to demonstrate the efficacy of the blending portion of the Promoting Awareness of Sounds in Speech (PASS) program, a comprehensive and explicit phonological awareness intervention curriculum designed for preschool children with speech and language impairments. A secondary purpose was to examine the effects of…
Descriptors: Intervention, Language Impairments, Phonological Awareness, Preschool Children
Peer reviewed Peer reviewed
Pokorni, Judith L.; Worthington, Colleen K.; Jamison, Patricia J. – Journal of Educational Research, 2004
Researchers have found that training in phonemic awareness (PA), a fundamental element for reading acquisition, is effective in varying degrees, depending on characteristics of the audience. In this study, the authors explored the relative effectiveness of 3 programs--Fast ForWord, Earobics, and LiPS. The authors randomly assigned 60 students with…
Descriptors: Phonemic Awareness, Phonemics, Phonological Awareness, Intervention
Peer reviewed Peer reviewed
Roth, Froma P.; Troia, Gary A.; Worthington, Colleen K.; Dow, Kathy Ayala – Applied Psycholinguistics, 2002
Demonstrates the efficacy of the rhyming portion of the Promoting Awareness Sounds in Speech (PASS) program, a comprehensive and explicit phonological awareness intervention curriculum that was designed specifically for preschool children with speech and language impairments. A single-subject research design was used to examine treatment effects…
Descriptors: Curriculum, Intervention, Language Impairments, Phonology