1. Phonological Awareness Defined
2. Theoretical Background
3. Phonological Awareness Development
4. Phonological Awareness Development in Speakers of Languages
Other Than English, with Amir Sadeghi and John Everatt
5. The Importance of Phonological Processing Skills in Dyslexia,
with John Everatt
6. Phonological Awareness Development in Children with Spoken
Language Impairment, with Brigid McNeill
7. Phonological Awareness and Spelling Development, with Brigid
McNeill
8. Phonological Awareness Assessment, with John Everatt and Amir
Sadeghi
9. Phonological Awareness Intervention
10. Instructional Frameworks
11. Phonological Awareness in Children with Complex Communication
Needs, with Sally Clendon
12. Concluding Remarks
Appendix. English Phonemes
References
Index
Gail T. Gillon, PhD, is Professor and Director of the Child Well-being Research Institute at the University of Canterbury in Christchurch, New Zealand. A native New Zealander with academic qualifications in speech–language therapy, teaching, and education, her research has focused on understanding the relationship between children’s spoken and written language development. In particular, Dr. Gillon is well known internationally for her research and publications on the importance of phonological awareness to early reading success, particularly for young children at risk for literacy difficulties. She is a Life Member of the New Zealand Speech–Language Therapy Association and a Fellow of the American Speech–Language–Hearing Association (ASHA). Dr. Gillon is also a three-time recipient of ASHA Editor's Awards for research articles of highest merit. Dr. Gillon is currently Co-Director of a 10-year National Science Research Challenge called “A Better Start,” which includes a focus on ensuring early learning and literacy success for all New Zealand children.
"Dr. Gillon’s contributions are amazing! If only all
reading/literacy instructors, university professors of education,
school administrators, and speech–language pathologists were to
read, digest, and apply the insights in this book, I am certain
that 'at-risk' children would become significantly better readers,
and that the literacy skills of all children would be enhanced as
well. This volume is loaded with evidence-based information, but it
also is extremely readable."--Barbara Williams Hodson, PhD,
Professor Emerita of Communication Sciences and Disorders, Wichita
State University
"Gillon addresses theoretical and practical aspects of the
important role of phonological awareness in becoming literate, the
basic right of every individual. The second edition presents
up-to-date research on the development of phonological awareness as
well as the practicalities of helping children learn to read and
spell. This excellent volume fills a need for literacy researchers
and practitioners and will be an exceptional resource for literacy
courses at the undergraduate and graduate levels. I will definitely
use it in my classes."--R. Malatesha Joshi, PhD, Department of
Teaching, Learning, and Culture, Texas A&M University; Fellow,
American Educational Research Association
?"What makes this book stand out is its attention to the importance
of phonological awareness and other linguistic awareness skills to
both reading and spelling. Strong content on assessment and
intervention makes this a valuable resource for educators and
specialists, such as speech–language pathologists, alike. It will
be a welcome addition to courses on language development and/or
disorders."--Kenn Apel, PhD, CCC-SLP, Department of Communication
Sciences and Disorders, University of South Carolina
"This excellent second edition provides clear and comprehensive
answers to essential questions: How does phonological awareness
develop and transfer across languages? Why is it so crucial in
learning to read and spell? How can it be assessed in children of
differing ages and cognitive and linguistic abilities? The volume
reviews evidence-based instructional strategies and programs for
supporting the development of phonological awareness in children
with a wide range of literacy learning needs. It offers highly
useful information for classroom teachers, intervention
specialists, speech–language pathologists, educational
psychologists, teacher educators, and educational
policymakers."--William E. Tunmer, PhD, Distinguished Professor of
Educational Psychology, Massey University, New Zealand -
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