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Child Language Teaching and Therapy
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Effectiveness of an integrated phonological awareness approach for children with childhood apraxia of speech (CAS)

Brigid C. McNeill

University of Canterbury, New Zealand, brigid.mcneill{at}canterbury.ac.nz

Gail T. Gillon

University of Canterbury, New Zealand

Barbara Dodd

University of Queensland, Australia

This study investigated the effectiveness of an integrated phonological awareness approach for children with childhood apraxia of speech (CAS). Change in speech, phonological awareness, letter knowledge, word decoding, and spelling skills were examined. A controlled multiple single-subject design was employed. Twelve children aged 4—7 years with CAS participated in two 6-week intervention blocks (2 sessions per week), separated by a 6-week withdrawal block. Nine children with CAS made significant gains in their production of target speech sounds and these demonstrated transfer of skills to connected speech for at least one speech target. Eight children showed significant gains in at least one target phoneme awareness skill, and these children demonstrated transfer of skills to novel phoneme awareness tasks. As a group the children with CAS demonstrated improvement in phonological awareness, letter knowledge, word decoding, and spelling ability. An integrated phonological awareness programme was an effective method of simultaneously improving speech, phoneme awareness, word decoding, and spelling ability for some children with CAS.

Key Words: childhood apraxia of speech • phonological awareness • speech disorder • reading • speech impairment

Child Language Teaching and Therapy, Vol. 25, No. 3, 341-366 (2009)
DOI: 10.1177/0265659009339823
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