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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 1 of 1 1 Enhancing the phonological processing skills of children with specific reading disability Gillon, G; Dodd, B. - : Wiley, 1997 Abstract: The present study evaluated the benefits of phonological processing skills training for children with persistent reading difficulties. Children aged between 9-14 years, identified as having a specific reading disability, participated in the study. In a series of three experiments, pedagogical issues related to length of training time, model of intervention and severity of readers' phonological processing skills deficit prior to intervention, were explored. The results indicated that improvement in poor readers' phonological processing skills led to a dramatic improvement in their reading accuracy and reading comprehension performance. Increasing the length of training time significantly improved transfer effects to the reading process. Children with particularly severe phonological processing skill deficits benefited from art extended training period, and both individual and group intervention models for phonological processing training proved successful. Implications for speech and language therapists are discussed. Keyword: 1203 Language and Linguistics; 3310 Linguistics and Language; 3616 Speech and Hearing; Acquisition; Awareness; Communication; Developmental Dyslexia; Hypothesis; Language Abilities; Phonemic Segmentation; Phonological Processing Skills; Reading Difficulties; Rehabilitation; Training URL: https://espace.library.uq.edu.au/view/UQ:57802 BASE Hide details

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