A Combined Phonotogical Awareness, Whole Language, and Metacognitive Approach to Teach Reading to Reading Resistors

Gregory S. Mckenna, Claudio Violato

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

In the present study we investigated the effectiveness of a reading remediation program for reading disabled (RD) students that was based on phonological awareness, as well as incorporating aspects of whole language and netacognitive instruction. Participants consisted primarily of treatment resistant RD students (N = 68; age range: 6-17 years) with a mean age Of 11.3 years, referred to a reading clinic at a school dedicated to working with children with learning disabilities. Pre/post intervention measures were analyzed by repeated measures multivariate analyzed of variance (MANONVA). Results (Wilk's Lambda =.33, F(7,49) = 14.16, p<.ooi) indicated students' phonological awareness, reading comprehension and, to a lessor extent, spelling had improved post intervention (Cohen's d ranged from.14 to.82). The results are discussed in relation to current research on remedial reading programs and reading treatment resistors.

Original languageEnglish (US)
Pages (from-to)115-128
Number of pages14
JournalCanadian Journal of School Psychology
Volume18
Issue number1-2
DOIs
StatePublished - Dec 2003
Externally publishedYes

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