Affiliation:
1. University of Texas at Austin
2. Northern Illinois University
Abstract
This article defines phonological awareness and discusses historic and contemporary research findings regarding its relation to early reading. Common misconceptions about phonological awareness are addressed. Research-based guidelines for teaching phonological awareness and phonemic awareness to all children are described. Additional instructional design guidelines are offered for teaching children with learning disabilities who are experiencing difficulties with early reading. Considerations for assessing children's phonological awareness are discussed, and descriptions of available measures are provided.
Subject
Clinical Psychology,Developmental and Educational Psychology,Education
Cited by
78 articles.
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