Phonological Awareness Intervention: Beyond the Basics

Abstract

Purpose The purpose of this article is to advance practitioners' knowledge base of best practices in phonological awareness intervention to facilitate the implementation of evidence- or research-based practices in everyday clinical practice. Although most speech-language pathologists (SLPs) have a basic knowledge of phonological awareness, this article provides additional information on the variables to consider in the design and implementation of phonological awareness intervention; access to this information has a clear impact on practitioners' efforts to move research to practice. Method We reviewed the relevant literature on the nature and development of phonological awareness and phonological awareness intervention to identify evidence-based intervention practices. We draw on clinical experience to supplement the research literature, particularly where the research literature provides limited direction. Implications SLPs have a unique contribution to make in school-based teams' efforts to facilitate literacy development in children, particularly children who are at risk for reading disability. Research provides much information to guide clinicians in the design and implementation of phonological awareness intervention.

Desvios fonológicos na educação infantil

“…Djakelânia Alves Nunes (1) , Luzia Miscow da Cruz Payão (2) , Ranilde Cristiane Cavalcante Costa (3) RESUMO Tema: desvio fonológico na Educação Infantil. Procedimentos: analisar a intervenção fonoaudioló-gica baseada na hierarquia dos traços distintivos e na consciência fonológica em uma população de crianças com desvios fonológicos, estudantes da Educação Infantil.…”

“…Essa aquisição do sistema de sons obedece à hierarquia dos traços distintivos e as leis implicacionais entre eles [1][2][3] . De acordo com a hierarquia preconizada na geometria de traços, esses traços distintivos delimitam as características acústicas e articulatórias que constituem os fonemas, como, por exemplo, a sonoridade, o ponto e modo de articulação sobrepostos, os quais determinam o som que é percebido quando se fala 2,4 .…”

The Relationship between Phonemic Segmentation Skill and EFL Word Recognition - A Review of Literature

“…In the same thread, Schuele and Boudreau (2008) pointed out that many different studies have given evidence that phonological awareness can be improved. It will also lead to the increase of reading ability and word decoding.…”

“…This type of complicated level is the ability to manipulate phonemes in a way that enables young learners to segment, blend, or change individual phonemes within words to make new ones. (See Figure 1) Like other researchers, Schuele and Boudreau (2008) stated that phonological awareness can be referred to an umbrella term that involves a variety of skills involving phonemic awareness. Phonemic awareness can be defined as the learner's ability to manipulate individual phonemes or sound of a given language (Yopp, 1992).…”

“…In order to improve reading performance, there has been research study in the area disability of reading in a way that investigates the capability of reading so that phonological awareness skills can be remediated (Torgesen, 2002). Further, Schuele and Boudreau (2008) argued that the critical purpose of phonological awareness instruction or intervention has a beneficial aim, given a remarkable assistance in the literacy acquisition, particularly in the area of decoding words.…”