Phonological training with an articulatory component (n=25) was compared to phonological awareness training without a specific speech-motor component (n=20) for second- to fifth-grade children with reading disabilities. No significant differences were found between the two kinds of training on the various outcome measures, except that the nonarticulatory group was slightly superior on phoneme deletion and spelling production, suggesting some small-scale overall advantages for the training with more manipulation of sounds. An interaction on nonsense word reading may suggest that the lowest children on phonological awareness benefited more from the articulatory training, whereas reading disabled children with relatively higher initial skills in phonological awareness may have benefited more from the nonarticulatory training. However, further research with a larger sample is needed before firm conclusions can be drawn.
Get full access to this article
View all access options for this article.
References
1.
AlexanderA.AndersonH.VoellerK.TorgesenJ. (1991). Phonological awareness training and remediation of analytic coding deficits in a group of severe dyslexics. Annals of Dyslexia, 31, 193–207.
2.
BallE.BlachmanB.A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling?Reading Research Quarterly, 26, 49–66.
3.
BlachmanB.BallE.BlackS.TangelD. (1994). Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms: Does it make a difference?Reading & Writing: An Interdisciplinary Journal, 6, 1–17.
4.
ByrneB.Fielding-BarnsleyR. (1993). Evaluation of a program to teach phoneme awareness to young children: A 1-year follow-up. Journal of Educational Psychology, 85, 104–111.
5.
BradleyL.BryantP. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419–421.
6.
ClarkD.B.UhryJ.K. (1995). Dyslexia: Theory and practice of remedial instruction. Baltimore: York Press.
7.
CunninghamA. (1989). Phonemic awareness: The development of early reading competency. Reading Research Quarterly, 24, 471–72.
8.
DunnL.M.MarkwardtF.C. (1970). Peabody individual achievement test. Circle Pines, MN: American Guidance Service.
9.
ElkoninD.B. (1973). U.S.S.R. In DowningJ. (Ed.), Comparative reading (pp. 551–580). New York: MacMillan.
10.
FeltonR.WoodF. (1989). Cognitive deficits in reading disability and attention deficit disorder. Journal of Learning Disabilities, 22, 3–13.
11.
HatcherP.J.HulmeC.EllisA.W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development, 65, 41–57.
12.
HyndG.Semrud-ClikemanM.LyytinenH. (1991). Brain imaging in learning disabilities. In ObrzutJ.HyndG. (Eds.), Neuropsychological foundations of learning disabilities. New York: Academic Press.
13.
JastakJ.JastakS. (1978). The wide range achievement test-revised. Wilmington, DE: Jastak Associates.
14.
LarsenJ.HoienT.LundbergI.OdegaardH. (1989). MRI evaluation of the size and symmetry of the planum temporale in adolescents with developmental dyslexia. Stavanger, Norway: Center for Reading Research.
15.
LibermanA.M.CooperF.S.ShankweilerD.Studdert-KennedyM. (1967). Perception of the speech code. Psychological Review, 74, 731–761.
16.
LibermanI.Y.ShankweilerD. (1985). Phonology and the problems of learning to read and write. Remedial & Special Education, 6, 8–17.
17.
Lexia Learning Systems, Inc., P.O. Box 466, Lincoln, MA 01773. Lindamood-Bell CD-Rom Software. Lindamood-Bell Learning Resources, 416 Higuera Street, San Luis Obispo, CA.
18.
LindamoodC.LindamoodP. (1975). Auditory discrimination in depth. Columbus, OH: MacMillan/McGraw Hill; Science Research Associates Division.
LovettM.BordenS.DeLucaT.LacerenzaL.BensonN.BrackstoneD. (1994). Treating the core deficits of developmental dyslexia: Evidence of transfer-of-learning following strategy and phonologically-based reading training programs. Developmental Psychology, 30, 805–822.
21.
LundbergI.FrostJ.PetersonO. (1988). Effects of an extensive program for stimulating phonological awareness. Reading Research Quarterly, 23, 263–84.
22.
LyonG.R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 15, 3–30.
23.
MontgomeryD. (1981). Do dyslexics have difficulty accessing articulatory information?Psychological Research, 43, 235–243.
24.
OlsonR.K.ForsbergH.WiseB.W. (1994). Genes, environment, and the development of orthographic skills. In BerningerV. (Ed.), The varieties of orthographic knowledge I: Theoretical and developmental issues (pp. 27–71). Dordrecht, The Netherlands: Kluwer Academic Publishers.
25.
OlsonR.K.WiseB.W. (1992). Reading on the computer with orthographic and speech feedback. Reading and Writing, 4, 107–144.
26.
OlsonR.K.WiseB.W.RingJ.JohnsonM.(in press). Computer-based remedial training in phoneme awareness and phonological decoding: Effects on the post-training development of word recognition. Scientific Studies of Reading.
27.
PalincsarA.S.BrownA.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activity. Cognition and Instruction, 2, 117–175.
28.
StanovichK. (1986). Matthew effects in reading: Some consequences of individual differences in acquisition of literacy. Remedial and Special Education, 5, 11–19.
29.
TorgesenJ.K.WagnerR.K.RashotteC.A.AlexanderA.W.ConwayT.(in press). Preventive and remedial interventions for children with severe reading disabilities. Learning Disabilities: A Multidisciplinary Journal.
30.
TruchS. (1994). Stimulating basic reading processes usingAuditory Discrimination in Depth. Annals of Dyslexia, 24, 218–233.
31.
UhryJ.ShepardM. (1993). Segmentation/spelling instruction as part of a first-grade reading program: Effects on several measures of reading. Reading Research Quarterly, 28, 218–233.
32.
WiseB. (1991). What reading disabled children need: What is known and how to talk about it. Learning & Individual Differences, 3, 307–321.
33.
WiseB.W.OlsonR.K. (1992). Spelling exploration with a talking computer improves phonological coding. Reading and Writing, 4, 145–156.
34.
WiseB.W.OlsonR.K. (1995). Computer-based phonological awareness and reading instruction. Annals of Dyslexia, 45, 99–122.
35.
WiseB.OlsonR.LindamoodP. (1993, April). Training phonemic awareness: Why and how in computerized instruction. Paper delivered at the annual meeting of the American Educational Research Association, Atlanta, GA.
36.
WiseB.W.OlsonR.K.RingJ. (1997). Teaching phonological awareness with and without the computer. In SnowlingM.HulmeC. (Eds.), Dyslexia: Biology, identification, and intervention (pp. 254–273). London: Whurr Publishers.
