Effects of auditory organization training on reading readiness

Date

1985

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Abstract

The study examined the effectiveness of auditory organization training in improving reading readiness achievement scores. The training sessions consisted of three treatments: 1) conceptual categorization training in the processes and strategies of sorting objects, pictures or words according to their conceptual groupings, 2) sound categorization training in the processes and strategies of sorting of objects and words by their initial, medial or final sounds, and 3) multi-position categorization training which added to sound categorization training in the categorization of objects, pictures, and words into groups according to the occurrence of cannon phonenes in multiple positions. Auditory organization was conceptualized in terms of four skills: 1) rhyme production, 2) alliteration (i.e., categorization of words according to initial, medial, and final sounds), 3) deletion (i.e., analysis of spoken words into subcomponent parts), and 4) multi-position categorization (i.e., the identification of phonenes in multiple positions). These four skills, along with comprehension, were assessed three tines during the year: September, December and March. The Stanford Early School Achievement Test, Level 1 and 2 (SESAT, 1 and 2) were administered in September and March, respectively. Subjects were 54 children in an academically-oriented private school with a multisensory phonics-based reading program. [...]

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Keywords

Reading, Children--Language

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