Innovative Models of Phonological Awareness In University Program Curriculum Current research supports the comorbidity of reading and phonological processing deficits (Byrne, Freebody, & Gates, 1992; Fox & Routh, 1975; Kamhi & Catts, 1991; Wagner, Torgeson, & Rashotte, 1994). Deficits in phonological processing have been found to be associated with early reading deficits (Kamhi & Catts, 1991) and to ... Article
Article  |   May 01, 1999
Innovative Models of Phonological Awareness In University Program Curriculum
Author Affiliations & Notes
  • Marianna M. Walker
    East Carolina University, Greenville, NC
Article Information
Phonological Awareness
Article   |   May 01, 1999
Innovative Models of Phonological Awareness In University Program Curriculum
SIG 1 Perspectives on Language Learning and Education, May 1999, Vol. 6, 39-40. doi:10.1044/lle6.1.39
SIG 1 Perspectives on Language Learning and Education, May 1999, Vol. 6, 39-40. doi:10.1044/lle6.1.39
Current research supports the comorbidity of reading and phonological processing deficits (Byrne, Freebody, & Gates, 1992; Fox & Routh, 1975; Kamhi & Catts, 1991; Wagner, Torgeson, & Rashotte, 1994). Deficits in phonological processing have been found to be associated with early reading deficits (Kamhi & Catts, 1991) and to be predictors of future reading problems (Fox & Routh, 1975). Intervention in the area of phonological awareness and processing has been found to significantly increase the child’s future reading abilities (Uhry & Shepherd, 1997), especially in the area of decoding. While expressive phonological disorders have been routinely remediated by the speech-language pathologist, phonological processing disorders have not been as extensively remediated, although both are language-based disorders. One of the contributing factors in this gap in language remediations is the lack of didactic and clinical training in the area of reading in graduate training programs in speech-language pathology.
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