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UBC Theses and Dissertations
Phonological awareness in children with phonological impairment : an intervention study Chamut, Stephanie L.
Abstract
The purpose of this study was to investigate the effects of training phonological awareness on six 4- to 6-year-old children with phonological impairments. Furthermore, this study sought to discover what individual difference factors play a role in the acquisition of phonological skills. Six phonological awareness skills were tested: rhyme and alliteration oddity, rhyme and alliteration production, and bisyllable and monosyllable division. The children's phonological skills were tested before, during, and after the phonological awareness intervention. Each of the children received training in analysis and synthesis skills, and one of either rhyming skills or alliteration skills. For most of the children, the training took place once a week over eight weeks. The results show that intensive training in phonological awareness for children with phonological impairments improves their scores on phonological awareness measures. Also, many factors play a role in phonological awareness outcome such as phonological impairment, memory, amount of school experience, and amount of home practice.
Item Metadata
Title |
Phonological awareness in children with phonological impairment : an intervention study
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
2000
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Description |
The purpose of this study was to investigate the effects of training phonological
awareness on six 4- to 6-year-old children with phonological impairments. Furthermore,
this study sought to discover what individual difference factors play a role in the
acquisition of phonological skills. Six phonological awareness skills were tested: rhyme
and alliteration oddity, rhyme and alliteration production, and bisyllable and
monosyllable division. The children's phonological skills were tested before, during, and
after the phonological awareness intervention. Each of the children received training in
analysis and synthesis skills, and one of either rhyming skills or alliteration skills. For
most of the children, the training took place once a week over eight weeks. The results
show that intensive training in phonological awareness for children with phonological
impairments improves their scores on phonological awareness measures. Also, many
factors play a role in phonological awareness outcome such as phonological impairment,
memory, amount of school experience, and amount of home practice.
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Extent |
5207125 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-07-06
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0089367
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
2000-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.