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Initial Insights into Phoneme Awareness Intervention for Children with Complex Communication Needs (summary)

 
Insights
 
into
 
Phoneme
Awareness
Intervention
 
for
Children
 
with
Complex
Communication
Needs

Background

Phoneme awareness is the ability to recognise and manipulate the individual sounds in spoken words and is part of the broader phonological awareness that is essential to the development of early reading skills. Children with complex communication needs (CCN) often have significant and long-term difficulties in the development of literacy; poor phoneme awareness has been suggested as possibly limiting their word recognition and spelling skills.

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Initial Insights into Phoneme Awareness Intervention for Children with Complex Communication Needs (short summary)

 
Insights
into
 
phoneme
 
awareness
 
intervention
 
for
children
 
with
complex
communication
needs

This study aimed to determine if phoneme awareness skills can be taught to children with complex communication needs (CCN), to observe any transfer effects to tasks that were not directly targeted during the intervention and to their ability to produce and record written words.

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Teaching Graphic Symbol Combinations to Children with Limited Speech During Shared Story Reading (summary)

Use
of
symbols
by
young children

Background

The use of graphic symbols can be helpful for children who do not develop enough spoken language to meet their communication needs but it is not always easy to combine symbols into messages of more than one word, particularly for those children whose understanding of spoken language is also delayed. There could be a number of reasons for this.

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Teaching Graphic Symbol Combinations to Children with Limited Speech During Shared Story Reading (short summary)

Use
of
symbols
by
young children

The authors aimed to extend research into interventions that might help develop expressive use of symbol combinations. They looked at three types of language structures that are typically used in early language development and modelled them in symbol combinations while reading stories to children who needed symbols to support their use of spoken language.

Their findings were not conclusive, only 4 children took part in the research and while two of them showed improvement in their ability to combine symbols expressively the other two showed less clear and consistent improvement.

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