Al Otaiba Stephanie, Puranik Cynthia, Zilkowski Robin, Curran Tricia
Florida Center for Reading Research at Florida State University.
University of Pittsburg.
J Spec Educ. 2009 Aug 1;43(2):107-128. doi: 10.1177/0022466908314869.
This article reviews research examining the efficacy of early phonological interventions for young students identified with Speech or Language impairments. Eighteen studies are included, providing results for nearly 500 students in preschool through third grade. Although findings were generally positive, there were large individual differences in response to intervention. Further, there was little evidence that interventions enabled students to catch up in phonological or reading skills to typically developing peers. Methodological issues are described and implications for practice and future research are discussed.
本文回顾了有关早期语音干预对被认定有言语或语言障碍的年轻学生有效性的研究。其中纳入了18项研究，为近500名从幼儿园到三年级的学生提供了研究结果。尽管研究结果总体呈积极态势，但学生对干预措施的反应存在很大的个体差异。此外，几乎没有证据表明这些干预措施能使学生在语音或阅读技能方面赶上正常发育的同龄人。文中描述了方法学问题，并讨论了对实践和未来研究的启示。
