Exploring the potential of LiPS instruction for beginning readers
McIntyre, L., Protz, S., & McQuarrie, L. (2008). Exploring the potential of LiPS instruction for beginning readers. Developmental Disabilities Bulletin, 36:1&2, 18-48. https://dascentre.educ.ualberta.ca/
The purpose of this study was to determine if phonemic awareness skills improved for first grade students classified as at‐risk whose teachers used the Lindamood Phoneme Sequencing Program (LiPS; Lindamood & Lindamood, 1998). Students’ scores on a Kindergarten screening tool (Learning Disabilities Working Committee ‐ LDWC, 2005) were compared to their respective scores on a Grade One screening tool (LDWC, 2002). Comparison of progress for all students was evaluated as well as assessment of progress for students deemed at risk (below the 25th percentile) of reading failure compared to those not at risk (above the 25th percentile). Paired‐sample t‐tests were also used to determine if statistically significant differences existed between the means of phonemic identity, phonemic blending, and letter/sound identification between Kindergarten and Grade One. Results indicated that gains were made by all students in phonemic awareness and letter/sound correspondence; however, greater gains were noted for students deemed at‐risk whose teachers used the LiPS program (Lindamood & Lindamood, 1998).
