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Phonological Awareness
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Table of Contents

1. Phonological Awareness Defined 2. Theoretical Background 3. Phonological Awareness Development 4. A Phonological Deficit Hypothesis for Dyslexia 5. Children with Spoken Language Impairment 6. Phonological Awareness Assessment 7. Phonological Awareness Intervention: Guiding Principles 8. Phonological Awareness Intervention: Instructional Frameworks 9. Phonological Awareness Development in Children with Physical, Sensory, or Intellectual Impairment, Gail T. Gillon with Sally Clendon, Linda Cupples, Mark Flynn, Teresa Iacono, Traci Schmidtke, David Yoder, and Audrey Young 10. Concluding Remarks Appendix: English Phonemes

About the Author

Gail T. Gillon, PhD, is a senior academic staff member in the Department of Communication Disorders at the University of Canterbury, Te Whare Wananga o Waitaha, in Christchurch, New Zealand. A native New Zealander, she completed her undergraduate qualifications in education, primary teaching, and speech-language therapy in Christchurch in 1983. Following a period of several years working in New Zealand and Australia as a speech-language pathologist, she completed her Doctorate in Speech and Hearing at the University of Queensland, Australia, in 1995. Professor Gillon returned to the University of Canterbury in 1996 to undertake a prestigious 2-year postdoctoral fellowship awarded by the New Zealand Foundation for Research Science and Technology. She currently lectures and teaches in the Department of Communication Disorders, College of Science. Her research focuses on understanding the relationship between developmental spoken and written language disorders, and she has led a series of successful intervention trials investigating the benefits of phonological awareness interventions for children at high risk for literacy difficulties. Professor Gillon's research has been widely published in leading U.S., British, European, Australian, and New Zealand speech-language pathology and reading journals. She has won on three occasions (1995, 2000, 2005) the esteemed American Speech-Language-Hearing Association Editor's award for a research article of highest merit.

Reviews

'A necessary and welcome text... It is likely that it will be used widely in courses covering literacy acquisition as well as by professionals working with clinical populations who have reading difficulty... 5 Stars!' - "Doody's Review Service" 'Covering every important topic within the domain of phonological awareness, Gillon provides a clear but comprehensive explanation of research underpinnings for her practical guidelines on assessment and instruction of both oral and written language. The depth of her understanding and scholarship, coupled with the utility of her recommendations for intervention, makes this an unusually fine resource. I will consult it often.' - "Louisa Moats, EdD, Director of Literacy Research and Professional Development, Sopris West Educational Services, Longmont, Colorado, USA" 'A very good resource for any professional who is working with children who are at risk for phonological awareness deficits... Provides a valuable introduction for readers who are new to this topic as well as a useful quick reference for those who are more familiar with this large literature.' - "Journal of Speech-Language Pathology and Audiology" 'A very user-friendly volume, and one of great value to teachers and other practitioners. Highly recommended.' - "Australian Journal of Learning Disabilities"

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