A comparison of continuous versus segmented speech production in teaching decoding and spelling to children at risk for reading difficulty
Item
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Title
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A comparison of continuous versus segmented speech production in teaching decoding and spelling to children at risk for reading difficulty
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Identifier
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d_2009_2013:e7c6eecdcbf9:10817
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identifier
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10880
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Creator
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Constable, Catherine M.,
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Contributor
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Linnea C. Ehri
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Date
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2010
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | Reading instruction | Speech therapy | Language Disorder | Phonemic | Phonics | Reading | Speech | Vowels
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Abstract
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The purpose of this research was to compare the effectiveness of two approaches to phonics code-focused instruction upon the acquisition of early decoding and spelling skills in children at risk for learning to read. One program involved continuous speech production and analysis. The other program involved segmented speech production and analysis. The traditional approach to decoding instruction has been to teach children to recite the separate sounds of letters before blending them. However segmented speech creates a problem when stop consonants are produced separately in isolation (e.g. /k / - /ae/ - /t/) and then must be blended. The new continuous approach avoids this problem by teaching children to maintain a continuous stream of speech, thus precluding the need to teach blending. Five and six year-old kindergarten children who had risk factors for difficulty learning to read were assigned randomly to one of three training groups, the continuous production group, the segmented production group or an emergent literacy narrative-based control condition. Results showed that children receiving continuous speech production training outperformed children receiving segmented speech production training on several outcome measures, and that both groups outperformed the control treatment group. The continuous group showed superior phonological elision, word and non-word decoding and non-word repetition compared to the segmentation group. Both groups gained equally in spelling words and non-words. Findings are important for their potential in identifying a more effective method of teaching phonics to struggling young readers.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Speech and Hearing Sciences
