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dc.contributor.authorLoeb, Diane Frome
dc.contributor.authorGillam, Ronald B.
dc.contributor.authorHoffman, LaVae
dc.contributor.authorBrandel, Jayne Michelle
dc.contributor.authorMarquis, Janet
dc.date.accessioned2017-05-09T16:06:20Z
dc.date.available2017-05-09T16:06:20Z
dc.date.issued2009-11
dc.identifier.citationLoeb, D. F., Gillam, R. B., Hoffman, L., Brandel, J., & Marquis, J. (2009). The Effects of Fast ForWord Language on the Phonemic Awareness and Reading Skills of School-Age Children With Language Impairments and Poor Reading Skills. American Journal of Speech-Language Pathology / American Speech-Language-Hearing Association, 18(4), 376–387. http://doi.org/10.1044/1058-0360(2009/08-0067)en_US
dc.identifier.urihttp://hdl.handle.net/1808/24037
dc.description.abstractPurpose—To examine the efficacy of Fast For-Word Language (FFW-L) and 2 other interventions for improving the phonemic awareness and reading skills of children with specific language impairment with concurrent poor reading skills. Method—A total of 103 children (age 6;0 to 8;11 [years;months]) with language impairment and poor reading skills participated. The children received either FFW-L computerized intervention, a computer-assisted language intervention (CALI), an individualized language intervention (ILI), or an attention control (AC) computer program. Results—The children in the FFW-L, CALI, and ILI conditions made significantly greater gains in blending sounds in words compared with the AC group at immediate posttest. Long-term gains 6 months after treatment were not significant but yielded a medium effect size for blending sounds in words. None of the interventions led to significant changes in reading skills. Conclusion—The improvement in phonemic awareness, but not reading, in the FFW-L, CALI, and ILI interventions limits their use with children who have language impairment and poor reading skills. Similar results across treatment conditions suggest that acoustically modified speech was not a necessary component for improving phonemic awareness.en_US
dc.publisherAmerican Speech-Language-Hearing Associationen_US
dc.rights© American Speech-Language-Hearing Associationen_US
dc.subjectFast ForWord Languageen_US
dc.subjectSpecific language impairmenten_US
dc.subjectPhonological awarenessen_US
dc.subjectWord readingen_US
dc.subjectEvidence-based interventionen_US
dc.titleThe Effects of Fast ForWord Language on the Phonemic Awareness and Reading Skills of School-Age Children With Language Impairments and Poor Reading Skillsen_US
dc.typeArticleen_US
kusw.kuauthorLoeb, Diane Frome
kusw.kuauthorMarquis, Janet
kusw.kudepartmentSpeech-Language-Hearingen_US
kusw.kudepartmentBureau of Child Researchen_US
dc.identifier.doi10.1044/1058-0360(2009/08-0067)en_US
kusw.oaversionScholarly/refereed, author accepted manuscripten_US
kusw.oapolicyThis item meets KU Open Access policy criteria.en_US
dc.identifier.pmidPMC3673719en_US
dc.rights.accessrightsopenAccess


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