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Maximizing Phonological Awareness in Kindergarten: Evidence-Based Strategies for Language Impairment

Maximizing Phonological Awareness in Kindergarten: Evidence-Based Strategies for Language Impairment

As a practitioner dedicated to enhancing the communication skills of children, it's crucial to stay informed about the latest research and evidence-based interventions. One such significant study is the "Effectiveness of Phonological Awareness Intervention for Kindergarten Children with Language Impairment" by Cecelia Hund-Reid and Phyllis Schneider. This research highlights the impact of targeted phonological awareness (PA) interventions on kindergarten children with moderate to severe language impairments.

The study involved 37 kindergarten children aged between 4;9 and 6;3 years who demonstrated moderate to severe language impairments and low PA skills. These children were randomly assigned to either an experimental group that received PA and letter-sound awareness intervention or a control group that received no intervention. The intervention was delivered by educational assistants in small groups for 14 weeks, 20 minutes per day, five days a week.

Key Findings

Implications for Practice

For practitioners, these findings underscore the importance of implementing direct, explicit, and intensive PA interventions for children with language impairments. Here are some actionable steps to consider:

Encouraging Further Research

While this study provides compelling evidence for the effectiveness of PA interventions, further research is needed to explore the long-term impact on reading skills and the best practices for integrating these interventions into classroom settings. Practitioners are encouraged to engage in or support research initiatives that continue to refine and improve PA interventions for children with language impairments.

To read the original research paper, please follow this link: Effectiveness of Phonological Awareness Intervention for Kindergarten Children with Language Impairment.


Citation: Hund-Reid, C., & Schneider, P. (2013). Effectiveness of Phonological Awareness Intervention for Kindergarten Children with Language Impairment. Canadian Journal of Speech-Language Pathology and Audiology, 37(1), 1-127. Retrieved from https://cjslpa.ca/files/2013_CJSLPA_Vol_37/No_01_1-127/Hund-Reid_Schneider_CJSLPA_Spring_2013.pdf
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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