Phonological Awareness

From Research to Practice
2. Auflage 2017
ISBN: 978-1-4625-3289-6
Verlag: Guilford Publications

Buch, Englisch, 272 Seiten, Format (B × H): 160 mm x 229 mm, Gewicht: 499 g

Reihe: Challenges in Language and Literacy

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.

New to This Edition:

*Incorporates over a decade of important advances in research, assessment, and instruction.
*Chapter on ELLs, plus additional insights on ELLs woven throughout the book, including new case studies.
*Chapter on spelling development.
*Significantly revised coverage of children with complex communication needs.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Gillon, Gail T

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Phonetik, Phonologie, Prosodie
• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Psychologie: Allgemeines

Inhaltsverzeichnis

1. Phonological Awareness Defined
2. Theoretical Background
3. Phonological Awareness Development
4. Phonological Awareness Development in Speakers of Languages Other Than English, with Amir Sadeghi and John Everatt
5. The Importance of Phonological Processing Skills in Dyslexia, with John Everatt
6. Phonological Awareness Development in Children with Spoken Language Impairment, with Brigid McNeill
7. Phonological Awareness and Spelling Development, with Brigid McNeill
8. Phonological Awareness Assessment, with John Everatt and Amir Sadeghi
9. Phonological Awareness Intervention
10. Instructional Frameworks
11. Phonological Awareness in Children with Complex Communication Needs, with Sally Clendon
12. Concluding Remarks
Appendix. English Phonemes
References
Index

Über Autor(innen)

Gail T. Gillon, PhD, is Professor and Director of the Child Well-being Research Institute at the University of Canterbury in Christchurch, New Zealand. A native New Zealander with academic qualifications in speech–language therapy, teaching, and education, her research has focused on understanding the relationship between children’s spoken and written language development. In particular, Dr. Gillon is well known internationally for her research and publications on the importance of phonological awareness to early reading success, particularly for young children at risk for literacy difficulties. She is a Life Member of the New Zealand Speech–Language Therapy Association and a Fellow of the American Speech–Language–Hearing Association (ASHA). Dr. Gillon is also a three-time recipient of ASHA Editor's Awards for research articles of highest merit. Dr. Gillon is currently Co-Director of a 10-year National Science Research Challenge called “A Better Start,” which includes a focus on ensuring early learning and literacy success for all New Zealand children.