Training Phonological Awareness with and without Explicit Attention to Articulation.

Wise, Barbara W.; Ring, Jerry; Olson, Richard K.

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Peer reviewed

ERIC Number: EJ582475

Record Type: Journal

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0965

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Training Phonological Awareness with and without Explicit Attention to Articulation.

Wise, Barbara W.; Ring, Jerry; Olson, Richard K.

Journal of Experimental Child Psychology, v72 n4 p271-304 Apr 1999

Examined impact of phonological-awareness training with or without explicit attention to articulation and with or without manipulation of sounds. Subjects were 7- to 11-year olds with reading difficulties. Found that children in all training conditions outperformed controls on all tests except math. Individual differences in response related to initial phonological awareness, naming speed, IQ, and grade. (Author/KB)

Descriptors: Age Differences, Articulation (Speech), Children, Comparative Analysis, Individual Differences, Intelligence Quotient, Performance Factors, Phonics, Phonology, Reading Difficulties, Training, Transfer of Training

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A