Exploring effective interventions for increased phonological awareness and rapid naming speed in senior kindergarten children

This study examined the effectiveness of specific interventions to increase phonological awareness and rapid naming speed in Senior Kindergarten children. Participants were 69 senior kindergarten children who were measured for phonological awareness, phonological memory, rapid naming speed, and receptive vocabulary. Children who met the criteria were identified with either no deficit, a single phonological awareness deficit (PA), single rapid naming speed deficit (RAN), or double deficit (DD). Training groups were of mixed design and participants received either phonological awareness or rapid naming training or a combination of phonological awareness and rapid naming training. Significant differences were found among the three deficit conditions and the no-deficit condition for all seven measures; all subjects improved from pre-test to post-test on five out of the seven measures. Post test results indicate that naming speed on all four rapid naming tests was better (faster) for the no deficit or phonological awareness deficit students than the double deficit or rapid naming speed deficit students. Students with no deficit or a rapid naming speed deficit performed better than those with a phonological deficit or double deficit on both the phonological awareness and phonological memory tests. V.Q. did not influence training scores for rapid naming of objects, colours or numbers but was a factor for rapid naming of letters. There was a correlation between V.Q. and phonological awareness scores and V.Q. and Comprehensive Test of Phonological Processing Rapid Naming scores. There was no relationship between V.Q. and training on phonological memory scores. Although there was an absence of training effects, this study highlights the importance of early identification and intervention and the potential benefits of a simple method of intervention.