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Essay / Research Paper Abstract
A 4 pages research paper that contrasts and compares 2 studies that address the relationship between phonological-speech disorders and reading. Bibliography lists 2 sources.
Page Count:
4 pages (~225 words per page)
File: D0_kh2sppat.rtf
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Unformatted sample text from the term paper:
or not there was a significant relationship between phonological processing (PP) skills in children with speech sound disorders (SSD) prior to the kindergarten and their subsequent reading skill at the
end of first grade. Phonological Processing skills, the reader can gather from context, refers to "speech perception and rime awareness" (Kvachew, 2007, p. 260). Speech Sound Disorders was not
defined, as the authors assumed reader awareness of this term. Familiarity with other terms, such as receptive vocabulary, was also assumed. The rationale for this study is the fact that
there is evidence that SSD may be a factor in students developing reading disability (RD). This study further explores this relationship using 3 groups of children: 17 with SSD and
low PP skills; 16 with SSD and good PP skills; and 35 normally developing children. While the findings showed that the first group of students (SSD-low PP) had greater difficulty
with decoding non-words than did the other two groups, all three groups achieved reading scores within the normal range. The author explains how this information sheds light on why some
students with SSD develop RD and other do not. Rvachew argues that this suggests that some students have problems with phonological awareness, and this could be a mediating factor that
should be explored by future research, which should investigate the specific nature of the developmental process. The author further argues that the results of this study indicate that children with
PP difficulty should be identified when they enter school so that they can be tutored in phonological awareness. The author does not discuss any limitations to the study, but it
seems reasonable to conclude that the study size, which was small, could be viewed as a limitation. Abstract 2: Crowe, L.K. (2003): Comparison of two reading feedback strategies
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