Modified speech element of Fast ForWord-Language not shown to be value-added for improving phonemic awareness or reading skills in primary-grade students with language impairments and concurrent reading difficulties

摘要

There was an overall moderate effect size (d = 0.71) and significant differences for only the Blending Sounds in Words subtest of the WRMT-R for the three intervention conditions in comparison to the AC condition at immediate posttest. There were no significant differences among the results from the three intervention conditions. At the 6-month posttest the difference between the AC group's performance on the Blending Words subtest was no longer significantly less, but the effect size was medium (d = 0.50), suggesting that with a larger sample there might have been a significant difference: For the word-reading measures there were no statistically significant Group x Time interactions for any measures at either the immediate post or 6-month posttest, although the overall effect size for the Passage Comprehension subtest was medium (d = 0.58).