Phonological Awareness Intervention: Comparison of Fast ForWord, Earobics, and LiPS

Autor:	Patricia J. Jamison, Colleen K. Worthington, Judith L. Pokorni
Rok vydání:	2004
Předmět:	Program evaluation Phonemic awareness media_common.quotation_subject education Psychological intervention Metacognition Cognition Education Developmental psychology Phonological awareness Reading (process) Intervention (counseling) Psychology media_common
Zdroj:	The Journal of Educational Research. 97:147-158
ISSN:	1940-0675 0022-0671
DOI:	10.3200/joer.97.3.147-158
Popis:	Researchers have found that training in phonemic awareness (PA), a fundamental element for reading acquisition, is effective in varying degrees, depending on characteristics of the audience. In this study, the authors explored the relative effectiveness of 3 programs—Fast ForWord, Earobics, and LiPS. The authors randomly assigned 60 students with language and reading deficits to 1 of 3 interventions. Students received three 1-hr daily intervention sessions during a 20-day summer program conducted by a large school district. Measures of PA, language-, and reading-related skills were collected and analyzed. Earobics and LiPS were associated with gains on PA measures 6 weeks after intervention. No group effects were found on language or reading measures.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::9cc685dbfdf4055c38bbfe5982243397 https://doi.org/10.3200/joer.97.3.147-158 Zobrazit plný text záznamu