Ann Arbor: University of Michigan Press.īryant, B. Rhyme and Reason in Reading and Spelling. Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms: Does it make a difference? Reading and Writing: An Interdisciplinary Journal 6:1–17.īradley, L., and Bryant, P. Learning Disabilities Quarterly 21:106–22.īlachman, B., Ball, E., Black, S., and Tangel D. Teaching spelling to children with specific learning disabilities: The mind’s ear and eye beat the computer or pencil. Does phoneme awareness training in kindergarten make a difference in early word recogniiton and developmental spelling? Reading Research Quarterly 26:49–66.īerninger, V., Abbot, R., Rogan, L., Reed, E., Abbot, S., Brooks, A., Vaughan, K., and Graham, S. Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexics. Further ANCOVA suggested that growth in phonological processing was associated with significant differences among conditions for all three academic measures: word recognition, spelling, and reading comprehension.Īlexander, A., Anderson, H., Heilman, P. Pre- and posttests on five reading-related cognitive processing measures (phonological, orthographic, semantic processing, metacognitive reading strategies, and working memory) indicated that for the experimental group, only phonological processing improved significantly over the treatment period when compared to controls ( p<.04). Results indicated that the speech recognition group showed significantly more improvement than the control group in word recognition ( p<.0001), spelling ( p<.002) and reading comprehension ( p<.01). Nineteen participants used speech recognition 50 minutes a week for sixteen weeks, and twenty students in a control group received general computer instruction. Thirty-nine students with LD (ages 9 to 18) participated. The present study was conducted to determine whether elementary and secondary students with LD who used the technology to write self-selected compositions and class assignments would demonstrate improvements in reading and spelling. However, prior research by the authors has suggested that in addition to helping persons to compensate for poor writing skills, speech recognition also may enhance reading and spelling that is, what was designed as assistive technology appears to serve remedial functions as well. In recent literature on persons with learning disabilities (LD), speech recognition has been discussed primarily as an assistive technology to help compensate for writing difficulties.