289 – Effectiveness of personalised intervention on phonological awareness, alphabetic principle and rapid automated naming (RAN) in a bilingual child with reading difficulties

Presentation - ECV2022-289

Effectiveness of personalised intervention on phonological awareness, alphabetic principle and rapid automated naming (RAN) in a bilingual child with reading difficulties

Juana Muñoz López, University of Granada (CIMCYC-UGR), Spain (jmunoz@ugr.es)
Laura Herrera Leyva, Speech-language pathologist, Spain(lauraherreralogopedia@mail.com)
Dunia Garrido del Águila, University of Granada, Spain (duniag@ugr.es)

Background: In Spain, there is a significant percentage of primary school children who need support to learn to read. To successfully learn to read, training focused on phonological awareness and color rapid automated namingspeed (RAN colors) could be useful. Furthermore, it has been shown that the use of computer programs yields promising results both in learning and in the intervention of reading difficulties.

Aim: To test whether a reading intervention program is effective for an 8-year-old bilingual child (Arabic-L1 and Spanish-L2) who has difficulties with L2 reading.

Method: The participant has an adequate acquisition of the Spanish phonological system and the cognitive level is normal, so reading and metaphonological skills were evaluated by using the following: Metalinguistic Skills Test (THM), Test for the Evaluation of Phonological Knowledge (PECO), Diagnosis and Early Detection of Dyslexia (PROLEXIA), and a non-standardised evaluation with the InventaPalabras software (including all Spanish vowels (V) and consonants (C), syllabic structures (i.e., CV, CVC, CCV), and RAN colors.

A longitudinal and quasi-experimental single basic case AB design was used, where A was the baseline and B the intervention. After the evaluation, a personalised and intensive intervention was carried out during 14 sessions including: phonological awareness, alphabetic principle, and RAN-colours with the support of the InventaPalabras software (https://inventapalabras.com). This software allows the manipulation of colour, letter sizes, and font. Moreover, it allows monitoring of intra- and inter-session progress (e.g., % correct-errors, reading speed).

Results: After the intervention, the results show an improvement in reading skills included in the intervention: phonological awareness, learning of the alphabetic principle, reading accuracy, and RAN-colours speed.

Conclusions: The use of this technology allows to personalise and intensify the intervention for reading difficulties, achieving a significant improvement for one 8-year-old bilingual child in 14 sessions.

Implications for children and families: Children are good at learning new languages. Therefore, if you move to another country, your young child should have no difficulty learning the new language (L2). However, if you are concerned about your child’s reading difficulties, even though his or her oral language is good, contact a communication specialist such as a speech-language pathologist.

Implications for practitioners: It is worthwhile undertaking an assessment of the type of syllable structure errors obtained from standardised and non-standardised tests. This will help you individualise intervention. Reading difficulties are heterogeneous, so intervention should be implemented with an individualised approach, adapting it to each child.

Key words: intervention, multilingual, early literacy, learning difficulties, phonological awareness

This presentation relates to the following United Nations Sustainable Development Goals:

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