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ORIGINAL ARTICLE
Commun Sci Disord. 2012;17(2): 249-262.
The Effects of Word Recognition Training on the Phonological Processing Characteristics of School-Aged Childrenwith Cerebral Palsy
Ga Young Ha` , and Young Tae Kim`
Copyright ©2012 The Korean Academy of Speech-Language Pathology and Audiology
하가영(Ga Young Ha)| 김영태(Young Tae Kim)
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ABSTRACT

Background & Objectives
This study was divided into two parts. The first experiment portion compared the phonological processing skills of school-aged children with cerebral palsy with the skills of younger language-matched children. Based on the results of the first experiment, the second experiment attempted to explore the effect of two different kinds of phonological processing interventions on reading skills.
Methods
Twenty school-aged children with cerebral palsy, who were living in Seoul and Gyeonggi-do, and twenty language-matched, typical children (age 6) participated in the first experiment. The participants were tested with phonological processing tasks(phonological awareness, phonological working memory). The difference between the two groups and its impact on word recognition were analyzed. In the second experiment, each group of ten people were assigned to a phonological awareness-centered training program and a phonological working memory-centered training program. They were administered phonological processing tasks and word recognition skills in order to examine the effects of intervention.
Results
The group of school-aged children with cerebral palsy performed significantly lower in two types of phonological processing tasks and word recognition than the language-matched children. In addition, the phonological working memory accounted for only 25% of the variance in word recognition. Both phonological awareness intervention and phonological working memory intervention increased the rate of correct responses. The phonological working memory-centered training group improved regardless of the intervention type. On the other hand, the phonological awareness-centered training groups improved only on the trained task.
Discussion & Conclusion
Even though all of the children who received phonological processing training made significant gains in word recognition, the phonological working memory intervention seemed to be more effective for improving word recognition skills for school-aged children with cerebral palsy.
Keywords: 단어재인 | 음운처리과정 | 음운인식-중심 훈련 | 음운작업기억 -중심 훈련 | word recognition | phonological processing | phonological awareness-centered training
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