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Full-Text Articles in Education
Naming Speed, Letter-Sound Automaticity, And Acquiring Blending Skills Among Students With Moderate Intellectual Disabilities, Dawn Davis
Communication Sciences and Disorders Dissertations
Students with moderate intellectual disabilities (MoID) typically are not taught decoding skills because they have difficulty mastering critical blending skills. In response to this skill deficit among students with MoID, an Initial Phonics instructional sequence was created that included student development of rapid and automatic retrieval of taught letter-sound correspondences to a level of mastery before teaching the skill of blending. For each of 16 students with MoID (ages 6-15), mastery criterion of letter-sound automaticity phases was determined by their individual naming speed as measured by the Rapid Object Naming (RON) subtest of the Comprehensive Test of Phonological Processing (CTOPP). …
Language And Speech Predictors Of Reading Achievement In Preschool Children With Language Disorders, Juliet K. Haarbauer-Krupa
Language And Speech Predictors Of Reading Achievement In Preschool Children With Language Disorders, Juliet K. Haarbauer-Krupa
Communication Sciences and Disorders Dissertations
ABSTRACT LANGUAGE AND SPEECH PREDICTORS OF READING ACHIEVEMENT IN PRESCHOOL CHILDREN WITH LANGUAGE DISORDERS by Juliet K. Haarbauer-Krupa The purpose of this longitudinal study was to examine the relationship between language and reading in children diagnosed with developmental language disorder (DLD) during preschool. An archival data set was available for analysis. Preschool children with DLD who were assessed between 35 and 74 months for preschool language and speech abilities (Rapin, 1996) returned for language, speech and reading testing at age seven years. Children who enrolled in the study were a clinically referred sample, met criteria for average nonverbal intellectual functioning, …