Phonological Awareness After the Primary Grades During the 15 years that I have been a direct service provider and consultant in public school settings, I have encountered many pre-adolescents and adolescents with Language-Learning Disabilities (LLD) who are still having trouble decoding. It’ s not that these children can’ t decode. In fact, they usually perform ... Article
Article  |   May 01, 1999
Phonological Awareness After the Primary Grades
Author Affiliations & Notes
  • Ronald B. Gillam
    The University of Texas at Austin, Austin, TX
Article Information
Phonological Awareness
Article   |   May 01, 1999
Phonological Awareness After the Primary Grades
SIG 1 Perspectives on Language Learning and Education, May 1999, Vol. 6, 20-21. doi:10.1044/lle6.1.20
SIG 1 Perspectives on Language Learning and Education, May 1999, Vol. 6, 20-21. doi:10.1044/lle6.1.20
During the 15 years that I have been a direct service provider and consultant in public school settings, I have encountered many pre-adolescents and adolescents with Language-Learning Disabilities (LLD) who are still having trouble decoding. It’ s not that these children can’ t decode. In fact, they usually perform quite well when the reading material is familiar to them or when it is at or below their independent reading level. However, when they are asked to read texts about unknown subjects or texts that are written at or above their grade-level, they often present an unusual number of word identification errors. Do these children need continued phonological awareness training? In most cases, I don’ t think that continued drill on phonological awareness is the best course of action for children like this.
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