Phonological Awareness: From Research to Practice. Challenges in Language and Literacy

Autor/in	Gillon, Gail T.
Titel	Phonological Awareness: From Research to Practice. Challenges in Language and Literacy
Quelle	(2007), (270 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-5723-0964-4
Schlagwörter	Leitfaden; High Risk Students; Phonemes; Intervention; Literacy Education; Learning Disabilities; Language Impairments; Special Education; Student Evaluation; Evaluation Methods; Speech Language Pathology; Special Education Teachers; Reading Skills; Reading Consultants; Foreign Countries; Children; Adolescents; Reading Difficulties; Dyslexia; Child Development; Physical Disabilities; Mental Retardation; New Zealand + Suchen Sie Ihr Suchwort? Problemschüler; Fonem; Learning handicap; Lernbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulnote; Studentische Bewertung; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Reading skill; Lesefertigkeit; Ausland; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading difficulty; Leseschwierigkeit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Kindesentwicklung; Physical handicap; Körperbehinderung; Geistige Behinderung; Neuseeland
Abstract	This unique resource provides a comprehensive review of current knowledge about phonological awareness, together with practical guidance for helping preschoolers to adolescents acquire needed skills. Up-to-date findings are synthesized on the development of phonological awareness; its role in literacy learning; and how it can be enhanced in students at risk for reading difficulties and those with reading disorders or speech or language impairments. Of particular value to general and special educators and speech-language professionals, the book's clear recommendations for assessment and intervention show how to translate the research into day-to-day teaching and clinical practice. The book includes 10 chapters as follows: (1) Phonological Awareness Defined; (2) Theoretical Background; (3) Phonological Awareness Development; (4) A Phonological Deficit Hypothesis for Dyslexia; (5) Children with Spoken Language Impairment; (6) Phonological Awareness Assessment; (7) Phonological Awareness Intervention: Guiding Principles; (8) Phonological Awareness Intervention: Instructional Frameworks; (9) Phonological Awareness Development in Children with Physical, Sensory, or Intellectual Impairment (Gail T. Gillon with Sally Clendon, Linda Cupples, Mark Flynn, Teresa Iacono, Traci Schmidtke, David Yoder, and Audrey Young); and (10) Concluding Remarks; ending with the Appendix: English Phonemes. The intended audience for this book are speech-language pathologists, reading specialists, general special education teachers, instructors, students, and researchers. The book will serve as a primary text in advanced undergraduate- or graduate-level seminars in phonological awareness, and as a supplemental text in courses in child language disorders or reading disabilities. (ERIC).
Anmerkungen	Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10