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Are Phonological Awareness Intervention Programs Effective for Children with Disabilities? A Systematic Review
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Saad, Mourad Ali Eissa – International Journal of Psycho-Educational Sciences, 2017
The purpose of this study was to find out the effectiveness of phonological awareness intervention programs. Computerized databases, including ERIC, PubMed, ProQuest Education Journals, and SCOPUS, were searched using the following search strategy: ("phonological awareness") AND (impairment OR intervention OR training programme). The…
Descriptors: Phonological Awareness, Intervention, Program Effectiveness, Databases
Examining Effects of Writing Interventions: Highlighting Results for Students with Primary Disabilities Other than Learning Disabilities
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Taft, Raol J.; Mason, Linda H. – Remedial and Special Education, 2011
Writing is an important foundational skill, critical for success in school. Unfortunately, many students, including students with disabilities, have difficulties with written language production. These students lack knowledge of writing processes and employ deficient strategies for organization, planning, goal implementation, and self-regulation.…
Descriptors: Written Language, Learning Disabilities, Writing Processes, Writing Instruction
Effects of Symbol, Referent, and Instructional Variables on the Acquisition of Aided and Unaided Symbols by Individuals with Autism Spectrum Disorders.
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Koul, Rajinder K.; Schlosser, Ralf W.; Sancibrian, Sherry – Focus on Autism and Other Developmental Disabilities, 2001
This article reviews research on the role of symbolic, referent, and instructional variables on the acquisition of augmentative and alternative communication (AAC) symbols by individuals with autism and severe speech and language impairments. Two vignettes illustrate findings of the review. (Contains references.) (Author/DB)
Descriptors: Adults, Augmentative and Alternative Communication, Autism, Children