![Sample our Behavioral Sciences journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/110801/TOC-Subject-Sample-2021-Behavioral-Sciences.jpg"})
Abstract
Background: The link between spoken and written language has prompted the development of phonological awareness interventions for children with literacy difficulties. Aims: This study examined the longer term effects of an integrated phonological awareness intervention for children with childhood apraxia of speech (CAS). Method: Twelve children aged 4 to 7 years with CAS participated in the 18-hour intervention, administered over 12 weeks. Speech, phonological awareness, letter-knowledge, word decoding, and spelling were assessed 6 months following completion of the intervention and compared to preintervention and postintervention scores. The rate of development in these measures were compared to 12 children with typical development. The reading accuracy and comprehension of children with CAS in a connected reading task was examined. Results: The improvement in the participants' phonological awareness, decoding, and spelling immediately postintervention was maintained. Further accelerated growth over the 6-month follow-up period was not evident. Children with CAS transferred their decoding skills to a connected reading task. Conclusions: Children with CAS require ongoing support to enable continued growth in written language skills following intensive phonological awareness intervention.