Phonological awareness : from research to practice / Gail T. Gillon.

Format:

Book

Author/Creator:

Gillon, Gail T., author.

Language:

English

Subjects (All):

Reading--Phonetic method.

Reading.

Language awareness in children.

Children with disabilities--Education.

Children with disabilities.

Physical Description:

xvi, 272 pages : illustrations ; 24 cm

Edition:

Second edition.

Place of Publication:

New York : The Guilford Press, [2018]

Summary:

"Translating cutting-edge research into practical recommendations for assessment and instruction, this book has helped thousands of readers understand the key role of phonological awareness in the development of reading, writing, and spelling. It clearly shows how children's knowledge about the sound structure of spoken language contributes to literacy acquisition. Evidence-based strategies are described for enhancing all learners' phonological awareness and effectively supporting those who are struggling (ages 3-17). The book discusses ways to tailor instruction and intervention for a broad range of students, including English language learners (ELLs) and those with reading or language disorders. Subject Areas/Key Words: phonological awareness, phonological skills, phonemic awareness, phonemes, phonology, phonics, spoken language impairments, oral language, written language, reading development, early literacy development, oracy, speaking, teaching, assessments, interventions, instructional approaches, speech-language pathologists, speech-language pathology, special education, struggling learners, speech problems, speech disorders, learning disabilities, learning disorders, specific language impairments, dyslexia, reading disorders, spelling development, English language learners, at-risk students, speech-language therapists, early childhood education, preschoolers; English as a second language; second-language acquisition; learning multiple languages; metalinguistics; sounds Audience: Reading specialists, teachers, and special educators working with children ages 3-17 (PreK-12); speech-language pathologists; school psychologists"-- Provided by publisher.

Contents:

Chapter 1 Phonological Awareness Defined 1

Levels of Phonological Awareness 4

The Relationship between Phonological Awareness Levels 7

Phonological Awareness above the Word Level 9

Phonological Processing Abilities 9

Metalinguistic Awareness 10

Phonological Awareness and Phonics 11

Summary 12

From Research to Practice 12

Chapter 2 Theoretical Background 14

Models of Reading 15

Theories of Word Recognition 16

Development of Word Recognition 25

Summary 30

From Research to Practice 31

Chapter 3 Phonological Awareness Development 34

The Predictive Power of Early Phonological Awareness Development 38

The Predictive Power of Onset-Rime Awareness 41

The Predictive Power of Syllable Awareness 44

Phonological Awareness in Context with Other Important Variables 45

Variables Contributing to the Development of Phonological Awareness 46

Summary 53

From Research to Practice 54

Chapter 4 Phonological Awareness Development in Speakers of Languages Other Than English / Amir Sadeghi Sadeghi, Amir, John Everatt Everatt, John 57

The Sequence of Phonological Awareness Development 58

Phonological Awareness as a Predictor of Early Literacy in Languages Other Than English 59

Phonological Awareness as a Predictor of Early Literacy in English Languages-Learners 67

Phonological Awareness and Cross-Language Transfer 69

Summary 72

From Research to Practice 72

Chapter 5 The Importance of Phonological Processing Skills in Dyslexia / John Everatt Everatt, John 74

Definition 75

Phonological Awareness Risk Factors in Children with Dyslexia 77

Familial Risk Factors 79

Reading-Age-Matched Design 80

Phonological Decoding Abilities 81

Subgroups of Poor Readers 82

Syntactic, Semantic, and Morphological Knowledge 85

Morphological Knowledge 87

Dyslexia in Second-Language and Multilingual Groups 88

Phonological Awareness Interventions 92

Summary 93

From Research to Practice 94

Chapter 6 Phonological Awareness Development in Children with Spoken Language Impairment / Brigid McNeill McNeill, Brigid 95

Subgroups of Spoken Language Impairment 97

Relationship to Reading and Spelling Difficulties 101

Spelling Development in Children with Spoken Language Impairment 107

Summary 109

From Research to Practice 110

Chapter 7 Phonological Awareness and Spelling Development / Brigid McNeill McNeill, Brigid 118

Phases in Spelling Development 119

Conjoint Theories of Spelling Development 121

Spelling Analysis 123

Spelling Assessment 125

Spelling Instruction and Intervention 128

Summary 136

From Research to Practice 137

Chapter 8 Phonological Awareness Assessment / John Everatt Everatt, John, Amir Sadeghi Sadeghi, Amir 138

Types of Assessment Tasks 139

Phonological Awareness Assessment of Preschool Children 140

Phonological Awareness Assessment in the Early School Years (Ages 5-7 Years) 143

Phonological Awareness Assessment in Older Children 154

Phonological Awareness Assessment in Bilingual or Multilingual Children 156

Summary 158

From Research to Practice 159

Chapter 9 Phonological Awareness Intervention 160

Research Basis 160

Guiding Principles for Intervention 164

Phonological Awareness Intervention for Children with Spoken Language Impairment 168

Background Knowledge of the Instructor 170

Children with Diverse Learning Needs 172

Classroom Acoustic Considerations 173

Intensity of Phonological Awareness Instruction 173

Summary 174

From Research to Practice 175

Chapter 10 Instructional Frameworks 176

Framework 1: The Provision of Phonological Awareness Instruction to Enhance Reading and Spelling Development in All Children 177

Framework 2: A Preventative Model for Children at Risk or Children Experiencing Early Reading Difficulties 187

Framework 3: Intervention for Older Children with Dyslexia 204

Summary 210

From Research to Practice 211

Chapter 11 Phonological Awareness in Children with Complex Communication Needs / Sally Clendon Clendon, Sally 212

Written Language Challenges for Children with CCN 213

Comparative Studies Involving Children with CCN 213

Phonological Awareness Assessment 217

Phonological Awareness Intervention 220

Future Research Needs 224

Summary 224

From Research to Practice 225

Chapter 12 Concluding Remarks 226.

Notes:

Includes bibliographical references (pages 231-262) and index.

ISBN:

9781462532889

1462532888

9781462532896

1462532896

OCLC:

1007510880

Publisher Number:

99974999395