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The Effects of Fast ForWord Language on the Phonemic Awareness and Reading Skills of School-Age Children With Language Impairments and Poor Reading Skills
dc.contributor.author | Loeb, Diane Frome | |
dc.contributor.author | Gillam, Ronald B. | |
dc.contributor.author | Hoffman, LaVae | |
dc.contributor.author | Brandel, Jayne Michelle | |
dc.contributor.author | Marquis, Janet | |
dc.date.accessioned | 2017-05-09T16:06:20Z | |
dc.date.available | 2017-05-09T16:06:20Z | |
dc.date.issued | 2009-11 | |
dc.identifier.citation | Loeb, 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.uri | http://hdl.handle.net/1808/24037 | |
dc.description.abstract | Purpose—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.publisher | American Speech-Language-Hearing Association | en_US |
dc.rights | © American Speech-Language-Hearing Association | en_US |
dc.subject | Fast ForWord Language | en_US |
dc.subject | Specific language impairment | en_US |
dc.subject | Phonological awareness | en_US |
dc.subject | Word reading | en_US |
dc.subject | Evidence-based intervention | en_US |
dc.title | The Effects of Fast ForWord Language on the Phonemic Awareness and Reading Skills of School-Age Children With Language Impairments and Poor Reading Skills | en_US |
dc.type | Article | en_US |
kusw.kuauthor | Loeb, Diane Frome | |
kusw.kuauthor | Marquis, Janet | |
kusw.kudepartment | Speech-Language-Hearing | en_US |
kusw.kudepartment | Bureau of Child Research | en_US |
dc.identifier.doi | 10.1044/1058-0360(2009/08-0067) | en_US |
kusw.oaversion | Scholarly/refereed, author accepted manuscript | en_US |
kusw.oapolicy | This item meets KU Open Access policy criteria. | en_US |
dc.identifier.pmid | PMC3673719 | en_US |
dc.rights.accessrights | openAccess |