Predictors of phonological change following intervention.

نویسندگان

  • Ann A Tyler
  • Kerry E Lewis
  • Carissa M Welch
چکیده

To date, predictor variables strongly associated with phonological change as a result of intervention have not been identified. The purpose of this study was to determine the best predictor or combination of predictors of change in percentage of consonants correct (PCC; L. D. Shriberg and J. Kwiatkowski, 1982) as a result of speech-language intervention for a group of 20 participants and to replicate this procedure with a second group of 20. Participants were preschool children, ages 3;0 (years;months) to 5;11, with impairments in phonology and morphosyntax who received intervention focused on both phonology and morphosyntax in different goal attack configurations. The relationship of predictor variables chronological age, inventory size, error consistency, and expressive language to the criterion variable, change in PCC, was investigated. In both the initial study and the replication, the mean change in PCC following a 24-week intervention period was 13.1%. In the initial study, error consistency and a finite morpheme composite (FMC; L. M. Bedore and L. B. Leonard, 1998) accounted for 52% of the variance for the criterion variable. Error consistency at the first step in the regression accounted for 31.6% of the variance. In the replication, error consistency was the only variable related to PCC change, again accounting for 31% of the variance. Further research examining overall error consistency is warranted.

برای دانلود متن کامل این مقاله و بیش از 32 میلیون مقاله دیگر ابتدا ثبت نام کنید

ثبت نام

اگر عضو سایت هستید لطفا وارد حساب کاربری خود شوید

منابع مشابه

Neurocognitive predictors of reading outcomes for children with reading disabilities.

This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an...

متن کامل

The Relationship between English and Persian Phonological Awareness, Rapid Autamatized Naming and Students’ Reading Achievement in Partial Immersion and Non-Immersion Programs

The cognitive predictors (i.e.,Phonological Awareness, and Rapid Automatized Naming) underlying reading achievement have not been researched in Iranian partial English immersion and non-immersion programs. The present study sought to investigate the relationship between English and Persian Phonological Awareness (PA), Rapid Autamatized Naming (RAN) and reading achievementof Iranian students in ...

متن کامل

Phonological Awareness Impact on Articulatory Accuracy of the Spanish Liquid [r] in Japanese FL Learners of Spanish

Foreign language learners tend to avoid phonological difficulties and simply transfer sounds whether from their L1 or any pre-existing L2. Phonological awareness (PA) gives students an active role in understanding their own potential in improving pronunciation through several methods. However, such methods are likely to be restricted to only passive learning methods, such as repetition, reading...

متن کامل

Phonological Awareness Impact on Articulatory Accuracy of the Spanish Liquid [r] in Japanese FL Learners of Spanish

Foreign language learners tend to avoid phonological difficulties and simply transfer sounds whether from their L1 or any pre-existing L2. Phonological awareness (PA) gives students an active role in understanding their own potential in improving pronunciation through several methods. However, such methods are likely to be restricted to only passive learning methods, such as repetition, reading...

متن کامل

The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.

PURPOSE The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. METHOD First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive voca...

متن کامل

ذخیره در منابع من


  با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید

برای دانلود متن کامل این مقاله و بیش از 32 میلیون مقاله دیگر ابتدا ثبت نام کنید

ثبت نام

اگر عضو سایت هستید لطفا وارد حساب کاربری خود شوید

عنوان ژورنال:
  • American journal of speech-language pathology

دوره 12 3  شماره 

صفحات  -

تاریخ انتشار 2003