Remediation of phonological awareness (PA) deficits in preschool age children is essential to the prevention of delayed acquisition of reading abilities. The purpose of this research was to develop and assess the efficacy of a program to teach PA to preschool-aged children with delayed PA. Ten preschoolers with articulation disorders participated in 8 training sessions focusing on phonological awareness (PA) and phonemic perception. These children made significant improvements in their PA abilities such that their post-treatment PA test performance was not significantly poorer than that of normally developing children, but was significantly better than that of children with an articulation disorder who did not receive the PA training program. The clinical and theoretical implications of the results are discussed. Future research directions are proposed to confirm these results using an experimental design and to isolate the impact of phonemic perception on PA.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.80281 |
| Date | January 2004 |
| Creators | Grawburg, Meghann |
| Contributors | Rvachew, Susan (advisor) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Science (School of Communication Sciences and Disorders.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 002141503, proquestno: AAIMQ98650, Theses scanned by UMI/ProQuest. |
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