Assessment of Phonological Awareness in Low-Progress Readers

Autor/in	Neilson, Roslyn
Titel	Assessment of Phonological Awareness in Low-Progress Readers
Quelle	In: Australian Journal of Learning Difficulties, 14 (2009) 1, S.53-66 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
Schlagwörter	Reading Difficulties; Phonological Awareness; Literacy; Low Achievement; Spelling; Phonemic Awareness; Elementary School Students; Foreign Countries; Reading Tests; Student Evaluation; Australia + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Unterdurchschnittliche Leistung; Schreibweise; Ausland; Lesetest; Schulnote; Studentische Bewertung; Australien
Abstract	The assessment of phonological awareness (PA) can serve several purposes, including providing a useful diagnostic function in the management of low-progress readers. This paper discusses various aspects of phonological awareness that have implications for literacy teaching at three different points in children's school career: the point of school entry, where children first come to grips with alphabetic instruction; the first two or three years of formal schooling, during which PA becomes refined; and the subsequent years, during which phonological awareness and orthographic (spelling) awareness normally become intertwined. The discussion provides a critical exploration of issues relating to both the assessment of PA at these levels and the implications of the assessment results for low-progress readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10