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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.

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