An Examination of Phonological Awareness Treatment Outcomes for Seventh-Grade Poor Readers From a Bilingual Community Purpose: The goal of this study was to examine posttreatment outcomes following direct, systematic phonological awareness instruction for seventh-grade poor readers, most of whom had English as their second language. Method: The treatment group (n=35) participated in small-group instruction sessions that emphasized phonological awareness at the phoneme level and incorporated ... Clinical Forum
Clinical Forum  |   October 01, 2005
An Examination of Phonological Awareness Treatment Outcomes for Seventh-Grade Poor Readers From a Bilingual Community
 
Author Affiliations & Notes
  • Teri J. Swanson
    Wichita State University, Kansas
    7971 Playmor Terrace, San Diego, CA 92122
  • Barbara W. Hodson
    Wichita State University, Kansas
  • Marlene Schommer-Aikins
    Wichita State University, Kansas
  • Corresponding author: e-mail: TSamSwan@aol.com
Article Information
Development / Cultural & Linguistic Diversity / Speech, Voice & Prosody / Clinical Forum: Phonological Awareness
Clinical Forum   |   October 01, 2005
An Examination of Phonological Awareness Treatment Outcomes for Seventh-Grade Poor Readers From a Bilingual Community
Language, Speech, and Hearing Services in Schools, October 2005, Vol. 36, 336-345. doi:10.1044/0161-1461(2005/033)
History: Received May 31, 2004 , Revised December 5, 2004 , Accepted April 13, 2005
 
Language, Speech, and Hearing Services in Schools, October 2005, Vol. 36, 336-345. doi:10.1044/0161-1461(2005/033)
History: Received May 31, 2004; Revised December 5, 2004; Accepted April 13, 2005

Purpose: The goal of this study was to examine posttreatment outcomes following direct, systematic phonological awareness instruction for seventh-grade poor readers, most of whom had English as their second language.

Method: The treatment group (n=35) participated in small-group instruction sessions that emphasized phonological awareness at the phoneme level and incorporated explicit linkages to literacy. The treatment, which was administered in the participants’ school setting over a 12-week period, involved approximately 45 hr of contact with a trained instructor. Postintervention performance of the treatment group was compared to performance of students from the same school and grade level who were waiting to receive phonological awareness treatment (nontreatment group, n=33).

Results: ANCOVA results for total reading scores and MANCOVA results for Phonological Awareness, Word Attack, Word Identification, Word Comprehension, and Passage Comprehension subtests indicated that group differences were significant. The posttreatment scores of the treatment group were higher for all measures.

Clinical Implications: Seventh-grade poor readers, including bilingual students who have English as their second language, can benefit from direct, systematic instruction that emphasizes phonological awareness and is linked to literacy.

Order a Subscription
Pay Per View
Entire Language, Speech, and Hearing Services in Schools content & archive
24-hour access
This Article
24-hour access