Title
Effects of a Classroom-Based Pre-Literacy Intervention for Preschoolers with Communication Disorders
Date of Award
5-2013
Document type
dissertation
Access Type
Open Access Dissertation
Degree Name
Doctor of Philosophy (PhD)
Degree Program
Communication Disorders
First Advisor
Mary V. Andrianopoulos
Second Advisor
Shelley L. Velleman
Third Advisor
William J. Matthews
Subject Categories
Communication Sciences and 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.
DOI
https://doi.org/10.7275/nyg5-bt59
Recommended Citation
Currier, Alyssa Rose, "Effects of a Classroom-Based Pre-Literacy Intervention for Preschoolers with Communication Disorders" (2013). Open Access Dissertations. 731.
https://doi.org/10.7275/nyg5-bt59
https://scholarworks.umass.edu/open_access_dissertations/731