Using an e-talk pen to promote phonological awareness on communication training

Abstract

In this study, we employed an e-talk pen in a phonological awareness program on Mandarin phonetic symbol skills on communication training. This study followed single-case design using ABAB models in which A indicated the baseline and B indicated the intervention, visual analysis, and effect size measurement. The participants were 2 children with articulation disorders, the experiment since July, 2013 comprised seven teaching units, 30 minutes per class, five days a week, plus another 10 minutes for the post-teaching assessment to collect participant data points. This study established auditory prompting assessments in three parts: phoneme segmentation, phoneme synthetic (blending), and tone awareness. Interventions I and II are training effectiveness evaluations via the e-talk pen in the phonological awareness program. The interventions produced an immediate effect on participants' phonological awareness. The experimental results demonstrated that in the case of two elementary children with articulation disorders, their scores were considerably increased during the intervention phrases. After Intervention II, the results are higher effectiveness than after Baseline II. All the effect sizes are large. The results revealed that the e-talk pen phonological awareness program was large effect for enhancing skills in phonological awareness.