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Generalization of early metalinguistic skills in a phonological decoding study with first‐graders at risk for reading failure
Author(s) -
Rivers Kenyatta O.,
Lombardino Linda J.
Publication year - 1998
Publication title -
international journal of language and communication disorders
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.101
H-Index - 67
eISSN - 1460-6984
pISSN - 1368-2822
DOI - 10.1080/136828298247695
Subject(s) - spelling , psychology , reading (process) , phonological awareness , generalization , syllable , decoding methods , phonology , dyslexia , audiology , test (biology) , cognitive psychology , developmental psychology , linguistics , speech recognition , computer science , medicine , mathematical analysis , telecommunications , philosophy , paleontology , mathematics , biology
Abstract This training study was designed to examine the effects of training letter‐sound correspondences and phonemic decoding (segmenting and blending skills) on the decoding skills of three first‐grade children identified to be at risk for reading failure. This training study was to examine the degree to which the subjects could readily learn decoding skills necessary for early reading and to determine the degree to which phonemic decoding training on CVC syllable structures generalize to untrained syllable structures. Three experimental subjects served as their own controls in a single‐subject multiple‐baseline design. Experimental subjects were compared to matched control subjects on their ability to decode real‐word and pseudo‐word stimuli and on formal test scores of reading and spelling. Following training, experimental subjects demonstrated substantial increases in their acquisition and generalization of phonological decoding skills, but revealed much smaller changes on pre‐test to post‐test measures of formal reading and spelling when compared to their matched control subjects.