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Improving Phonological Awareness Skills in Preschool Children

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Improving Phonological Awareness Skills in Preschool Children

Phonological awareness – the ability to identify and manipulate sounds in words – has been shown to predict a child’s later reading ability. But phonological awareness does not always develop naturally and thus requires instruction. However, many preschool teachers lack sufficient knowledge of phonological awareness and how to teach it. This journal self-study explores ways to improve phonological awareness instruction in preschools and provides suggestions on how SLPs can help teachers improve their phonological awareness knowledge. Clinicians will find practical tips for working directly with children with phonological awareness deficits and their families or with children enrolled in early education programs who need additional instruction to improve phonological awareness.

Learning Outcomes
You will be able to:

  • define phonological awareness and describe the components that can be taught to young children
  • explain the impact of phonological awareness on a child’s learning
  • describe how phonological awareness instruction can be integrated into both classroom activities and home practice with parents
  • explain the important role the SLP plays in improving phonological awareness instruction in preschools

What is a Journal Self-Study?
An ASHA journal self-study is a set of articles from ASHA's peer-reviewed, scholarly journals and policy documents to read at your leisure.

Learning Assessment
Online, multiple-choice exam

Continuing Education

: 0.55 PDHs: 5.5
: 3/1/2018 to 11/13/2020
: Intermediate

Product Information

Item #(s): WEB2710
Client Age: Children
Format(s): Journal (Online)
Language: English

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