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Effects of a classroom-based pre-literacy intervention for preschoolers with communication disorders
Abstract
Children with communication disorders are often at risk of literacy difficulties, especially students that present with autism and/or speech sound disorders. This quasi-experimental study was designed to examine the effects of a 10-week "hybrid" intervention for preschool students with and without communication disorders in an integrated classroom. The classroom intervention targets both vocabulary and phonological awareness, two critical components of literacy that are strongly correlated with one another. The objectives of this study were (1) to provide empirical evidence that classroom-based pre-literacy intervention can be effective for students with communication disabilities, allowing for more time with their peers in a potentially least-restrictive environment and (2) to demonstrate that typically-developing preschool children also benefit from classroom-based pre-literacy training.
Subject Area
Speech therapy|Special education|Literacy|Reading instruction
Recommended Citation
Currier, Alyssa R, "Effects of a classroom-based pre-literacy intervention for preschoolers with communication disorders" (2013). Doctoral Dissertations Available from Proquest. AAI3589010.
https://scholarworks.umass.edu/dissertations/AAI3589010