Date of Award
12-13-2010
Document Type
Thesis
Degree Name
Communication Disorders, MCD
First Advisor
Sherri Lovelace
Call Number
LD 251 .A566t 2010 M19
Abstract
The purpose of this study was to determine the efficacy of a supplemental literacy program for children with language impairment. Ten kindergarten children that qualified for language therapy at a kindergarten center were divided into treatment and non-treatment groups. Children in the treatment group participated in 10 minutes of supplemental literacy instruction at the end of each language intervention session. The non-treatment group received language therapy without the supplemental literacy intervention. Mid-term scores indicated a significant between group difference in letter-sound correspondence, but not in word decoding and sight word recognition for children in the treatment condition. Twelve week post test scores did not indicate a significant difference between groups; however end of year post test scores indicated the treatment group performed significantly better in letter sound correspondence and word decoding at the end of the school year. There was no significant difference in sight word recognition on any measurement.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
McKinney, Amy E., "The Efficacy of a Supplementary Literacy Program for Kindergarten Children with Language Impairment" (2010). Student Theses and Dissertations. 960.
https://arch.astate.edu/all-etd/960
