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.
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
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.
Online, multiple-choice exam