Phonological Awareness: Putting Research Into Practice Currently, in the field of literacy and reading disabilities, few concepts are receiving more attention in research and practice than phonological awareness. It has clearly become the buzzword in early education today. Because phonological awareness is essentially an oral language ability, it has also drawn the attention of speech-language ... Article
Article  |   May 01, 1999
Phonological Awareness: Putting Research Into Practice
Author Affiliations & Notes
  • Hugh W. Catts
    University of Kansas, Lawrence, KS
Article Information
Phonological Awareness
Article   |   May 01, 1999
Phonological Awareness: Putting Research Into Practice
SIG 1 Perspectives on Language Learning and Education, May 1999, Vol. 6, 17-19. doi:10.1044/lle6.1.17
SIG 1 Perspectives on Language Learning and Education, May 1999, Vol. 6, 17-19. doi:10.1044/lle6.1.17
Currently, in the field of literacy and reading disabilities, few concepts are receiving more attention in research and practice than phonological awareness. It has clearly become the buzzword in early education today. Because phonological awareness is essentially an oral language ability, it has also drawn the attention of speech-language pathologists. As a result, many speech-language pathologists are becoming involved in assessing and facilitating phonological awareness. Important issues, however, still remain concerning the nature of this work and how it and other practices can best address language-based literacy problems. In this brief paper, I will review some of the research on phonological awareness and consider the implications this work has for speech-language pathologists. I will also argue that speech-language pathologists’ work on literacy-related language abilities must go beyond phonological awareness to adequately address language-based reading problems.
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