Advanced search
Publication Cover
Disability and Rehabilitation Volume 26, 2004 - Issue 21-22
Submit an article Journal homepage
339
Views
18
CrossRef citations to date
0
Altmetric
Research Article

Effects of phonemic awareness instruction on the encoding skills of children with severe speech impairment

DM Blischak Department of Communication Sciences and Disorders University of Florida Gainesville Florida USA
,
SD Shah Department of Communication Sciences and Disorders University of Florida Gainesville Florida USA
,
LJ Lombardino Department of Communication Sciences and Disorders University of Florida Gainesville Florida USA
&
K Chiarella Department of Communication Sciences and Disorders University of Florida Gainesville Florida USA
Pages 1295-1304 | Published online: 07 Jul 2009

Citations (18)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (5)

Jessica Caron, Janice Light & David McNaughton. (2023) Effects of adapted Letter-Sound correspondence instruction with older learners with complex communication needs and autism spectrum disorder. Augmentative and Alternative Communication 39:1, pages 45-59.
Read now
R. Michael Barker, Kathryn J. Saunders & Nancy C. Brady. (2012) Reading Instruction for Children who use AAC: Considerations in the Pursuit of Generalizable Results. Augmentative and Alternative Communication 28:3, pages 160-170.
Read now
Shana Asbell, Jacobus Donders, Marie Van Tubbergen & Seth Warschausky. (2010) Predictors of Reading Comprehension in Children with Cerebral Palsy and Typically Developing Children. Child Neuropsychology 16:4, pages 313-325.
Read now
Susan S. Johnston, Sara Buchanan & Lisa Davenport. (2009) Comparison of Fixed and Gradual Array When Teaching Sound-Letter Correspondence to Two Children with Autism who Use AAC. Augmentative and Alternative Communication 25:2, pages 136-144.
Read now
Susan S. Johnston, Lisa Davenport, Betsy Kanarowski, Sara Rhodehouse & Andrea P. McDonnell. (2009) Teaching Sound Letter Correspondence and Consonant-Vowel-Consonant Combinations to Young Children who Use Augmentative and Alternative Communication. Augmentative and Alternative Communication 25:2, pages 123-135.
Read now

Articles from other publishers (13)

Anne-Sophie Pezzino, Nathalie Marec-Breton & Agnès Lacroix. (2019) Acquisition of Reading and Intellectual Development Disorder. Journal of Psycholinguistic Research 48:3, pages 569-600.
Crossref
Susan S. Johnston, Breda V. O’Keeffe & Kristen Stokes. (2018) Early Literacy Support for Students With Physical Disabilities and Complex Communication Needs. TEACHING Exceptional Children 51:2, pages 91-99.
Crossref
Janis Doneski-Nicol & Jody Marie Bartz. 2018. Autism Spectrum Disorders. Autism Spectrum Disorders 392 427 .
. 2018. Language Disorders from Infancy Through Adolescence. Language Disorders from Infancy Through Adolescence 682 779 .
Luciane R. Piccolo, Claudia Hofheinz Giacomoni, Annelise Julio-Costa, Susani Oliveira, John Zbornik, Vitor G. Haase & Jerusa F. Salles. (2016) Reading Anxiety in L1: Reviewing the Concept. Early Childhood Education Journal 45:4, pages 537-543.
Crossref
Elizabeth Benedek-Wood, David McNaughton & Janice Light. (2015) Instruction in Letter-Sound Correspondences for Children With Autism and Limited Speech. Topics in Early Childhood Special Education 36:1, pages 43-54.
Crossref
Schea N. Fissel, Pamela R. Mitchell & Robin L. Alvares. (2015) An Adapted Assessment Model for Emergent Literacy Conducted via Telepractice. Perspectives on Telepractice 5:2, pages 48-56.
Crossref
Janis Doneski-Nicol & Jody Marie Bartz. 2015. Recent Advances in Assistive Technologies to Support Children with Developmental Disorders. Recent Advances in Assistive Technologies to Support Children with Developmental Disorders 79 113 .
R. Michael Barker, Rose A. Sevcik, Robin D. Morris & MaryAnn Romski. (2013) A Model of Phonological Processing, Language, and Reading for Students With Mild Intellectual Disability. American Journal on Intellectual and Developmental Disabilities 118:5, pages 365-380.
Crossref
Ana Paula Ramos de Souza, Jair Mendes Marques & Lisiane Collares Scott. (2010) Validação de itens para uma escala de avaliação da inteligibilidade de fala. Pró-Fono Revista de Atualização Científica 22:3, pages 325-332.
Crossref
Cynthia A. Riccio, Jeremy R. Sullivan & Morris J. Cohen. 2010. Neuropsychological Assessment and Intervention for Childhood and Adolescent Disorders. Neuropsychological Assessment and Intervention for Childhood and Adolescent Disorders 529 685 .
Christine Clark-Bischke & Julia B. Stoner. (2019) An Investigation of Spelling in the Written Compositions of Students who Read Braille. Journal of Visual Impairment & Blindness 103:10, pages 668-679.
Crossref
Frank M. Cirrin & Ronald B. Gillam. (2008) Language Intervention Practices for School-Age Children With Spoken Language Disorders: A Systematic Review. Language, Speech, and Hearing Services in Schools 39:1.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.