1997
DOI: 10.2307/1511218
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Teaching Phonological Recoding to Young Children with Phonological Processing Deficits: The Effect on Sight-Vocabulary Acquisition

Abstract: This training study combines within-subjects comparisons of several literacy tasks with individual case studies of children with dyslexia over a five-month reading intervention. It was hypothesized that 12 first- and second-grade children with deficits in phonological processing could be taught to use phonological recoding strategies through direct-instruction tutorials. Training included (a) phonological awareness in the form of instruction in segmenting and spelling, (b) letter-sound associations, and (c) gu… Show more

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Cited by 32 publications
(51 citation statements)
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“…While most children in each reading intervention group, 80% in PAT and 73% in WAT, significantly improved the rate and accuracy with which they could read connected text, some children improved only slightly (see O'Shaughnessy & Gresham, 1999). This finding is consistent with other recent treatment-outcome studies, which have also found a sizeable percentage of children who respond poorly to even intensive, informed intervention (Torgesen et al, 1992;Uhry & Shepherd, 1997;Vellutino et al, 1996). Oral reading fluency can be a stringent measure of transfer of learning because the reading passages may or may not correspond to the content of instruction (Hintze, Shapiro, & Lutz, 1994).…”
Section: Discussionsupporting
confidence: 92%
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“…While most children in each reading intervention group, 80% in PAT and 73% in WAT, significantly improved the rate and accuracy with which they could read connected text, some children improved only slightly (see O'Shaughnessy & Gresham, 1999). This finding is consistent with other recent treatment-outcome studies, which have also found a sizeable percentage of children who respond poorly to even intensive, informed intervention (Torgesen et al, 1992;Uhry & Shepherd, 1997;Vellutino et al, 1996). Oral reading fluency can be a stringent measure of transfer of learning because the reading passages may or may not correspond to the content of instruction (Hintze, Shapiro, & Lutz, 1994).…”
Section: Discussionsupporting
confidence: 92%
“…****p < .0001. coding skills (Rack et al, 1992). Thus, in contrast to Lovett et al, (1994) the present study found that WAT, as well as PAT, enhanced phonological skills.These results are encouraging because a persistent problem reported in the literature on treatment of reading disabilities is the lack of transfer of learning even after intensive intervention(Lovett, Ransby, & Barron, 1988;Lovett et al, 1990;Uhry & Shepherd, 1997;Vellutino & Scanlon, 1987). Thus, the present findings add to a small but growing body of evidence showing that children with phonologicallybased reading difficulties are able to generalize what they have been taught to new situations…”
mentioning
confidence: 81%
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“…To date, only a few investigators have assessed the importance of several of these child characteristics within the same study (see Torgesen & Davis, 1996;Torgesen et al, 1999;Uhry & Shepherd, 1997;Vellutino et al, 1996).…”
Section: No Child Left Behind and Nonrespondersmentioning
confidence: 99%
“…Rhyming r Analogical Transfer Task (measures the ability to take advantage of orthographic analogies when reading words containing common rime spelling units) (Greaney, Tunmer, & Chapman, 1997) : Chapman, Tunmer, & Prochnow, 2001. r Curriculum-Based Measures-Rhyming (researcherdeveloped measures that required children to recognize and produce rhyme): O'Connor, Jenkins, Leicester, & Slocum, 1993. r Rhyme Detection Task (Bradley & Bryant, 1983): Fazio, 1997. r Sound Categorization Task (Bradley & Bryant, 1985): Schneider, Ennemoser, Roth, & Kuspert, 1999. 2. Phonemic r Curriculum-Based Measures-Blending (blending tasks that required children to blend continuous stretched words, and/or blend words divided into onset rime and blend words with all sounds separated): Fox & Routh, 1976;O'Connor, Jenkins, Leicester, & Slocum, 1993. r Curriculum-Based Measures-Phonemic Recognition (initial phoneme recognition, final phoneme recognition, complex phoneme recognition, and/or deletion and substitution): Al Hatcher & Hulme, 1999;Vandervelden & Siegel, 1997. r Test of Phonological Awareness (TOPA; Torgesen & Bryant, 1993): Lane, 1999;Torgesen & Davis, 1996. r Roswell-Chall Auditory Blending Test (Chall, Roswell, & Blumenthal, 1963): Uhry & Shepherd, 1997. r Illinois Test of Psycholinguistic Abilities (ITPA; Kirk, MacCarthy, & Kirk, 1968 r Test of Phonological Awareness (Torgesen & Bryant, 1993): Lane, 1999;Torgesen & Davis, 1996. r Wide Range Achievement Test (WRAT; Wilkinson, 1995): Hecht & Close, 2002. r Word Reading (adapted from Ehri & Wilce, 1980): Vandervelden & Siegel, 1997. r Fingerpoint Reading (adapted from Ehri & Sweet, 1991): Vandervelden & Siegel, 1997. r Word Learning (adapted from Ehri & Wilce, 1980)…”
Section: Appendix Dependent Measures Associated With Each Learner Chamentioning
confidence: 99%