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Effectiveness of an Integrated Phonological Awareness Approach for Children with Childhood Apraxia of Speech (CAS)
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McNeill, Brigid C.; Gillon, Gail T.; Dodd, Barbara – Child Language Teaching and Therapy, 2009
This study investigated the effectiveness of an integrated phonological awareness approach for children with childhood apraxia of speech (CAS). Change in speech, phonological awareness, letter knowledge, word decoding, and spelling skills were examined. A controlled multiple single-subject design was employed. Twelve children aged 4-7 years with…
Descriptors: Spelling, Phonological Awareness, Phonemic Awareness, Children
Longitudinal Effects of Phonological Awareness Intervention on Morphological Awareness in Children with Speech Impairment
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Kirk, Cecilia; Gillon, Gail T. – Language, Speech, and Hearing Services in Schools, 2007
Purpose: This study examined reading performance and morphological awareness development in 2 groups of children with speech impairment who had received differing types of intervention during their preschool years. Method: The children were aged between 7;6 and 9;5 (years;months) at the time of the study. Group 1 (n = 8) had received preschool…
Descriptors: Phonology, Intervention, Word Recognition, Speech
Phonological Awareness Intervention for Children with Childhood Apraxia of Speech
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Moriarty, Brigid C.; Gillon, Gail T. – International Journal of Language and Communication Disorders, 2006
Aims: To investigate the effectiveness of an integrated phonological awareness intervention to improve the speech production, phonological awareness and printed word decoding skills for three children with childhood apraxia of speech (CAS) aged 7;3, 6;3 and 6;10. The three children presented with severely delayed phonological awareness skills…
Descriptors: Speech Impairments, Phonemes, Intervention, Phoneme Grapheme Correspondence
The Efficacy of Phonological Awareness Intervention for Children with Spoken Language Impairment.
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Gillon, Gail T. – Language, Speech, and Hearing Services in Schools, 2000
This study investigated the efficacy of an integrated phonological awareness intervention approach with 61 New Zealand children (ages 5-7) with spoken language impairment (SLI) and 30 typically developing children. Children who received the phonological awareness intervention reached levels of performance similar to typically developing children…
Descriptors: Articulation (Speech), Foreign Countries, Instructional Effectiveness, Intervention