A Developmental Continuum of Phonological Sensitivity Skills

Autor/in	Pufpaff, Lisa A.
Titel	A Developmental Continuum of Phonological Sensitivity Skills
Quelle	In: Psychology in the Schools, 46 (2009) 7, S.679-691 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
Schlagwörter	Phonological Awareness; Phonemic Awareness; Rhyme; Emergent Literacy; Developmental Stages; Young Children; Reading Skills; Literature Reviews; Reading Difficulties; Age Differences; Reading Instruction + Suchen Sie Ihr Suchwort? Reim; Frühleseunterricht; Frühe Kindheit; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Age; Difference; Age difference; Altersunterschied; Leseunterricht
Abstract	A large body of evidence supports the link between acquisition of phonological sensitivity skills among young children and their later literacy achievement. This literature review presents a synthesis of the developmental nature of phonological sensitivity skills as assessed among typically developing children over the past 30 years. Phonological sensitivity is composed of both phonological awareness and phonemic awareness, each representing a distinct set of skills that emerge in a general developmental sequence among typically developing children. Yet, insufficient attention is being paid to the developmental nature of phonological sensitivity skills in our efforts to identify and remediate early literacy difficulties among children. This article presents the array of skills that constitute phonological sensitivity, ordered in a developmental continuum based on research evidence in order to create a bridge between scientific evidence and school-based practices. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10