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Effectiveness of Early Phonological Awareness Interventions for Students With Speech or Language Impairments

Florida State University, salotaiba{at}fcrr.org

Cynthia S. Puranik

Florida State University

Robyn A. Ziolkowski

Florida State University

Tricia M. Montgomery

Florida State University

This article reviews research examining the efficacy of early phonological interventions for young students identified with speech and language impairments. Eighteen studies are included, providing results for nearly 500 students in preschool through third grade. Although findings are generally positive, there are large individual differences in response to intervention. Furthermore, there is little evidence that interventions enabled students to catch up to typically developing peers in phonological and reading skills. Methodological issues are described, and implications for practice and future research are discussed.

Key Words: phonological awareness • reading • intervention • response to intervention • defining and diagnosing disabilities • children at risk

This version was published on August 1, 2009

The Journal of Special Education, Vol. 43, No. 2, 107-128 (2009)
DOI: 10.1177/0022466908314869


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