The effects of two types of phonological training in children with reading disabilities (RD) were examined. One of the programs (SP/LPA) trained children in speech discrimination, letter—sound correspondence, and phonemic awareness. The other program (LPA) trained children only in letter—sound correspondence and phonemic awareness. The effects of these programs were compared with a control group. Thirty-five children with RD were trained in small groups five times a week for 4 weeks. The results indicated that both experimental groups improved in phonemic awareness compared to the control group but that only the SP/LPA group scored higher than the control group in reading.
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