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Enhancing the phonological processing skills of children with specific reading disability
Author(s) -
GILLON GAIL,
DODD BARBARA
Publication year - 1997
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 - 10.1111/j.1460-6984.1997.tb01625.x
Subject(s) - psychology , reading (process) , phonological awareness , intervention (counseling) , reading comprehension , reading disability , phonology , comprehension , dyslexia , developmental psychology , cognitive psychology , linguistics , literacy , pedagogy , philosophy , psychiatry
The present study evaluated the benefits of phonological processing skills training for children with persistent reading difficulties. Children aged between 9–14 years, identified as having a specific reading disability, participated in the study. In a series of three experiments, pedagogical issues related to length of training time, model of intervention and severity of readers' phonological processing skills deficit prior to intervention, were explored. The results indicated that improvement in poor readers' phonological processing skills led to a dramatic improvement in their reading accuracy and reading comprehension performance. Increasing the length of training time significantly improved transfer effects to the reading process. Children with particularly severe phonological processing skill deficits benefited from an extended training period, and both individual and group intervention models for phonological processing training proved successful. Implications for speech and language therapists are discussed.