Phonological Awareness: Evidence To Influence Assessment and Intervention Practices
Recently published studies emphasize the persistent nature of written language difficulties in children with speech-language impairment, and demonstrate the literacy risk factor of this population due to poor phonological awareness abilities. It is more important than ever for speech-language pathologists to refine their interventions for children experiencing, or at risk for, reading difficulties. This clinical forum presents evidence from various phonological awareness studies conducted in the U.S., U.K., and New Zealand, to help direct speech-language pathologists’ assessment and intervention practices at an international level.
You will be able to:
• discuss the predictive power of phonological awareness studies with kindergarten and second grade students
• explain the relationship between performance on phonological representation tasks and phonological awareness development
• illustrate the importance of integrating activities to develop phoneme awareness and letter knowledge
• analyze implications for, and results of, intervention with children from deprived socio-economic backgrounds
• predict how bilingual students may benefit from direct, systematic instruction that emphasizes phonological awareness and is linked to literacy
View the Table of Contents [PDF]
Instructor Disclosure: Not available. The content for this program was developed and published prior to the ASHA Continuing Education Board requiring instructional personnel to provide financial and nonfinancial disclosure statements.
2/4/2011 to 1/23/2014