Effects of a classroom-based direct instruction reading intervention for young children with sickle cell disease.
Published: 2004
Language: eng
Number of pages: 56
Subjects: Sickle cell anemia in children.; Reading -- Remedial teaching.
Description: Children with sickle cell disease (SCD) are at increased risk for early learning and academic difficulties, independent of their stroke status. The efficacy of empirically-tested academic interventions to remediate learning difficulties in SCD has not yet been described. In the current study, a Direct Instruction (DI) reading intervention targeting decoding and phonological awareness skills was administered to 12 early elementary school students with SCD (M age = 6.32 years) without stroke and presenting with early reading difficulties as part of an intensive 16-week program. Pre-DI psychoeducational profile revealed a pattern of globally depressed scores within 1 SD of the mean on IQ, academic, and visual-motor measures. Significant improvement in word reading and a trend for improved non-word decoding was found pre-test to post-test, but no improvement in reading fluency, spelling, and math outcomes was observed. Findings are discussed in the context of the SCD neurocognitive literature and future directions proposed.
Notes: Adviser:  Thomas Humphries.

Thesis (M.A.)--University of Toronto, 2004.

Electronic version licensed for access by U. of T. users.

Source: Masters Abstracts International, Volume: 42-06, page: 1940.

MICR copy on microfiche (1 microfiche).