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