Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments
Journal of Special Education
Al Otaiba, S., Puranik, C., et al. (2009).
Journal of Special Education, 43(2), 107-128.
This review investigates the effect of phonological awareness interventions on phonological awareness skills and emergent literacy abilities in children with speech or language impairment.
National Institute of Child Health and Human Development; U.S. Department of Education
1990-2006
Peer-reviewed studies (not further specified)
18
Four studies investigated the effects of phonological awareness training within the classroom setting. The four studies indicated promising results in improving phonological skills in students with speech and/or language impairment, but results were limited due to methodological issues of the studies.
Across the eight studies investigating the effects of phonological awareness training in students with speech impairments, all studies indicated improvement of the trained phonological skills.
"Findings in the studies we reviewed provide promising evidence of the efficacy of early phonological awareness training on the trained skills and more limited support for immediate and long-term transfer to word reading tasks" (p. 117). Five studies indicated improvement of phonological skills in students with language impairment but did not provide measures of transfer to distal or global outcomes of phonological processing.
