NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ943584
Record Type: Journal
Publication Date: 2011-Nov
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1525-7401
Classroom-Based Phonological Sensitivity Intervention (PSI) Using a Narrative Platform: An Experimental Study of First Graders at Risk for a Reading Disability
Ritter, Michaela J.; Saxon, Terrill F.
Communication Disorders Quarterly, v33 n1 p3-12 Nov 2011
The purpose of this study was to assess the effectiveness of classroom-based phonological sensitivity intervention (PSI) using a narrative platform for children in first grade who are at risk for a reading disability. Participants consisted of 59 first graders identified as at risk for later reading impairments. At-risk designation was dictated by one or both of the following factors: (a) economically disadvantaged socioeconomic status background and/or (b) speech-language impairment. Using an experimental group design, four first-grade classrooms were randomly assigned to either the experimental group or the control group. The experimental group's performance on the pre- and posttest reading measures was compared to that of the control group. Findings suggest that phonological sensitivity intervention using a narrative platform promoted positive early reading skill outcomes for first-grade participants at risk for reading disabilities. (Contains 2 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas