000			02009nam a2200241Ia 4500
003			NULRC
005			20250520102958.0
008			250520s9999 xx 000 0 und d
020			_a9781462532889
040			_cNULRC
050			_aLB 1573.3 .G48 2018
100			_aGillon, Gail T. _eauthor
245		0	_aPhonological awareness : _bfrom research to practice / _cGail T. Gillon
250			_aSecond edition.
260			_aNew York, NY : _bThe Guilford Press, _cc2018
300			_axvi, 272 pages : _billustrations ; _c23 cm.
365			_bUSD29
504			_aIncludes bibliographical references and index.
505			_a1.Phonological awareness defined -- 2.Theoretical background -- 3.Phonological awareness development -- 4.Phonological awareness development in speakers of languages other than English -- 5.The importance of phonological processing skills in dyslexia -- 6.Phonological awareness development in children with spoken language impairment -- 7.Phonological awareness and spelling development -- 8.Phonological awareness assessment -- 9.Phonological awareness intervention -- 10.Instructional frameworks -- 11.Phonological awareness in children with complex communication needs -- 12.Concluding remarks.
520			_aTranslating cutting-edge research into practical recommendations for assessment and instruction, this book has helped thousands of readers understand the key role of phonological awareness in the development of reading, writing, and spelling. It clearly shows how children's knowledge about the sound structure of spoken language contributes to literacy acquisition. Evidence-based strategies are described for enhancing all learners' phonological awareness and effectively supporting those who are struggling (ages 3–17). The book discusses ways to tailor instruction and intervention for a broad range of students, including English language learners (ELLs) and those with reading or language disorders.
650			_aREADING -- PHONETIC METHOD
942			_2lcc _cBK
999			_c20428 _d20428