Objective: The current investigation aimed to explore the effect of phonemic awareness intervention focused on segmenting and blending with multisensory letter-sound training on graphophonic decoding in children with speech or language impairment accompanied by a phonological awareness deficit. Method: Two children, ages 6;1 and 6;6, participated in the study. Participant 1 presented with moderate language impairment; Participant 2 presented with mild speech sound disorder (SSD). The experimental intervention was delivered four times a week, one-to-one, at a private practice. A non-concurrent multiple baseline across participants design was used to assess a functional relationship between the experimental intervention and participants’ decoding skills. Pseudoword probes were used to measure participants’ graphophonic decoding. Participants received no speech, language, or literacy-related interventions during the baseline phase. After four baseline sessions, Participant 1 received 13 intervention sessions. Whereas Participant 2 completed six baseline sessions followed by seven intervention sessions. Results: Visual and statistical analyses revealed rapid statistically significant gains in pseudoword decoding accuracy in both participants after the experimental intervention. Conclusion: The findings suggest that phonemic awareness intervention with multisensory letter-sound training may be a practical intervention for developing decoding skills in children with speech or language impairment.
