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Direct linkO'Connor, Meghan; Arnott, Wendy; McIntosh, Beth; Dodd, Barbara – British Journal of Developmental Psychology, 2009
This study examines the literacy outcomes for children from socially disadvantaged backgrounds who had received specific whole-class phonological awareness (PA) and language intervention in preschool. The participants were 57 children who had been involved in the original intervention study. Their PA skills, letter-sound knowledge, real word and…
Descriptors: Reading Comprehension, Intervention, Phonological Awareness, Profiles
Peer reviewedHolm, Alison; Dodd, Barbara – Applied Psycholinguistics, 1999
Presents longitudinal case studies of the successive phonological acquisition of two Cantonese-English bilingual children, aged 2;3 to 3;1 years and 2;9 to 3; and 5 years. Children were assessed at four-week intervals. Phoneme-acquisition data and phonological process data revealed that both children had separate phonological systems for the two…
Descriptors: Bilingualism, Cantonese, Case Studies, English
Nancollis, Alex; Lawrie, Barbara-Anne; Dodd, Barbara – Language, Speech, and Hearing Services in Schools, 2005
Purpose: This study examined the effect of phonological awareness intervention that focused on syllable and rhyme awareness on the acquisition of literacy and the development of phonological awareness skills 2 years post intervention. The longitudinal study compared two groups of children from deprived socioeconomic backgrounds in the United…
Descriptors: Reading Skills, Intervention, Literacy Education, Children
