Remedial interventions for children with reading disabilities: speech perception--an effective component in phonological training?

Maria del Rosario Ortiz González; Ana I García Espinel; Remedios Guzmán Rosquete

doi:10.1177/00222194020350040401

Remedial interventions for children with reading disabilities: speech perception--an effective component in phonological training?

J Learn Disabil. 2002 Jul-Aug;35(4):334-42. doi: 10.1177/00222194020350040401.

Authors

Maria del Rosario Ortiz González¹, Ana I García Espinel, Remedios Guzmán Rosquete

Affiliation

¹ Faculty of Psychology, La Laguna University, Canary Islands, Spain. mrortiz@ull.es

PMID: 15493242
DOI: 10.1177/00222194020350040401

Abstract

The effects of two types of phonological training in children with reading disabilities (RD) were examined. One of the programs (SP/LPA) trained children in speech discrimination, letter-sound correspondence, and phonemic awareness. The other program (LPA) trained children only in letter-sound correspondence and phonemic awareness. The effects of these programs were compared with a control group. Thirty-five children with RD were trained in small groups five times a week for 4 weeks. The results indicated that both experimental groups improved in phonemic awareness compared to the control group but that only the SP/LPA group scored higher than the control group in reading.

Publication types

Clinical Trial
Randomized Controlled Trial
Research Support, Non-U.S. Gov't

MeSH terms

Child
Dyslexia / rehabilitation*
Female
Humans
Male
Remedial Teaching / methods*
Speech Perception*
Speech Therapy*
Treatment Outcome