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This study will use an experimental design to explore if articulatory gestures (with letters and phonemic awareness training) enhance early literacy skills more than general mouth awareness training (with letters and phonemic awareness training) or letter/phonemic awareness training alone.
Multisensory reading strategies, which recruit one or more of the five senses, are routinely used in general education classrooms as well as with children who are struggling readers. Despite their wide use in schools, little research exists to substantiate the utilizing these strategies to enhance literacy. One type of multisensory reading strategy, articulatory gestures, is of particular interest to speech-language pathologists (SLPs) as they are uniquely positioned to provide speech sound placement cues. Limitations of the few prior studies that exist have prevented the isolation of the articulatory gestures themselves as the main contributor to the gains seen in literacy. This study aims to control for factors such as motivation, engagement, and time on task to explore the specific contribution of articulation strategies during phonemic awareness training on phoneme segmentation, reading of phonemically spelled words, and nonword reading in typically developing four-year old children. Using an experimental design, participants will be randomly assigned to one of three conditions: 1) phonemic awareness training with articulatory gestures, 2) phonemic awareness training with general mouth pictures, and 3) phonemic awareness training with no mouth/articulation pictures at all. Interventions will focus on phoneme-letter correspondence and phonemic segmentation using strategies specific to each group and differences between groups will be considered for pre and posttest measures.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| LPA: Letters-phonemes-articulatory gestures | Experimental | This group will receive training for phonemic segmentation that includes using printed letters, sounds (phonemes) while simultaneously learning the articulation placements of the letters/sounds. |
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| LPM: Letters-phonemes-general mouth awareness | Experimental | This group will receive training for phonemic segmentation that includes using printed letters, sounds (phonemes) while simultaneously learning about the mouth in general. |
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| LP: Letters-phonemes | Experimental | This group will receive training for phonemic segmentation that includes using printed letters and sounds (phonemes) only. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| phonemic segmentation | Behavioral | during phonemic segmentation activities, articulatory gestures will be used while teaching letters and their sounds. |
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| Measure | Description | Time Frame |
|---|---|---|
| number of words correctly phonemically segmented from primary investigator created list | will tell the sounds in 9 words presented orally | immediately after the intervention |
| Measure | Description | Time Frame |
|---|---|---|
| number of words read correctly from primary investigator created list | will read phonemically 6 spelled words | immediately after the intervention |
| number of nonwords read correctly from primary investigator created list |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Robyn Becker | Montclair State University | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Montclair State University | Montclair | New Jersey | 07043 | United States |
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| ID | Term |
|---|---|
| D000067010 | Literacy |
| ID | Term |
|---|---|
| D003142 | Communication |
| D001519 | Behavior |
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will read 7 nonwords
| immediately after the intervention |