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

Abstract

Abstracted from: Loeb, D. F., Gillam, R. B., Hoffman, L., Brandel, J., & Marquis, J. (2009). The effects of Fast ForWord Language on the phonemic awareness and reading skills of school-age children with language impairments and poor reading skills. American Journal of Speech-Language Pathology, 18, 376–387.

Source of funding and disclosure of interest: This study was supported by National Institutes of Health Grants U01 DC04560 and P30 HD02528 as well as the Kansas Mental Retardation and Developmental Disabilities Research Center, BNCD, P30 DC005803; the original authors of this research report no conflicts of interest.

Acknowledgments

Declaration of interest: The commentary author reports no conflicts of interest and is solely responsible for the content of this structured abstract.

Notes

Abstracted from: Loeb, D. F., Gillam, R. B., Hoffman, L., Brandel, J., & Marquis, J. (2009). The effects of Fast ForWord Language on the phonemic awareness and reading skills of school-age children with language impairments and poor reading skills. American Journal of Speech-Language Pathology, 18, 376–387.

Source of funding and disclosure of interest: This study was supported by National Institutes of Health Grants U01 DC04560 and P30 HD02528 as well as the Kansas Mental Retardation and Developmental Disabilities Research Center, BNCD, P30 DC005803; the original authors of this research report no conflicts of interest.