Work

Training in phonological awareness generalizes to phonological working memory: A preliminary investigation.

Year: 2006

Type: article

Abstract: Early reading achievement relies on phonological awareness (PA) and phonological working memory (WM). Children with language impairment (LI) have problems with both. Three studies were conducted to determine whether treating PA would also improve phonological WM in preschoolers with LI. Study 1 confirmed that children with specific LI perform more poorly than age-matched peers on both PA and WM tasks. Study 2 showed that when children with and without LI are matched on a nonword WM task, differences between the groups on PA and on a word WM task are no longer statistically significant. In Study 3, sixteen preschool children with LI received intervention targeting PA skills and improved both their PA and WM abilities. These studies support the use of PA instruction to improve basic phonological mechanisms underlying working memory.

Source: The Journal of Speech and Language Pathology – Applied Behavior Analysis

DOI: 10.1037/h0100201

Authors: Anne van Kleeck, Ronald B. Gillam, LaVae M. Hoffman

Institutions: The University of Texas at Dallas, Utah State University, University of Oklahoma Health Sciences Center

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: hybrid

OpenAlex ID: W1578268364

FWCI: 0.472

Cites: 62

Cited by: 29

Related to: 10