Effective Practice In Phonological Awareness Intervention for Children With Speech Sound Disorder The critical importance of phonological awareness to early reading and spelling acquisition is a robust scientific discovery that has deservedly excited many educators and speech-language pathologists (SLPs). The potential of phonological awareness intervention to help prevent reading disorder for children at risk is of tremendous appeal. Such potential has led ... Article
Article  |   October 01, 2007
Effective Practice In Phonological Awareness Intervention for Children With Speech Sound Disorder
Author Affiliations & Notes
  • Gail T. Gillon
    Department of Communication Disorders, University of CanterburyChristchurch, New Zealand
Article Information
Development / Speech, Voice & Prosodic Disorders / Speech, Voice & Prosody / Articles
Article   |   October 01, 2007
Effective Practice In Phonological Awareness Intervention for Children With Speech Sound Disorder
SIG 1 Perspectives on Language Learning and Education, October 2007, Vol. 14, 18-23. doi:10.1044/lle14.3.18
SIG 1 Perspectives on Language Learning and Education, October 2007, Vol. 14, 18-23. doi:10.1044/lle14.3.18
The critical importance of phonological awareness to early reading and spelling acquisition is a robust scientific discovery that has deservedly excited many educators and speech-language pathologists (SLPs). The potential of phonological awareness intervention to help prevent reading disorder for children at risk is of tremendous appeal. Such potential has led to the rapid increase in the implementation of phonological awareness interventions in classroom and clinical settings and the integration of phonological awareness intervention into the management of children with speech–sound disorder. Phonological awareness is identified as one of the quality indicators of reading instruction within “Response to Intervention” models in working towards the prevention of reading disorder for all children at risk (Justice, 2006).
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