Papers > Miscellaneous > Journal of Learning Disabilities, July-August 2002 v35 i4 p334(9)
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Journal of Learning Disabilities, July-August 2002 v35 i4 p334(9)
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Participants The children were from average socioeconomic backgrounds and attended third, fourth, and fifth grades of state primary schools. we studied only those children whose pseudoword reading performance was substantially below aver age (< 15th percentile) according to one of the subtests of the standardized reading skills test. 53 children (43 boys and 10 girls), whose ages ranged between 108 and 132 months (M = 117.509; SD = 8.601), were selected. The children had learned to read by phonic instruction, and grapheme--phoneme correspondences had been explicitly taught in first grade. This method moves children gradually from simple to complex correspondences and is the most common approach to reading instruction in Spanish schools. The participants were randomly assigned to the LPA (n = 18) or the SP/ LPA (n = 17) training group or to the untrained control group (n = 18). “ANOVAs revealed no significant differences among the three groups in phonemic awareness, F(2, 50) = .454, p > .10; speech perception, F(2, 50) = .105, p > .10; reading, F(2, 50) = 1.498, p > .10; verbal working memory, F(2, 50) = .02, p > .10; naming speed, F(2, 50) = .674, p > .10; or age F(2, 50) = 1.452, p > .10, prior to training” (Journal of Learning Disabilities).
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Paper Information
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Title: Journal of Learning Disabilities, July-August 2002 v35 i4 p334(9)
Words: 995
Rating: None
Pages: 4
submitted by: kilamonster
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