Lab 5 Phonological Awareness From the Research Laboratory to the Clinic Flashcards
one intervention that had attracted much recent attention for helping those with reading disorders is
phonological awareness
Phonological awareness holds the promise of
-significantly improving reading performance
-and promoting a smoother path to successful literacy acquisition
in children with reading disorder
phonological awareness
the explicit understanding of a word’s sound structure
phonological awareness is critical for
- the efficient decoding of printed words
- and the ability to form connections between sounds and letters when spelling
skills encompassed under phonological awareness
segmenting (into sounds or syllables)
rhyming
isolation
blending
measures of phonological awareness, at the phoneme level, arepowerful predictors of
reading success and can predict early literacy performance more accurately than variables such as intelligence, vocab, and SES
children with a history of speech and language impairment are how many times more likely to have reading difficulties than children for the general population
4 to 5
not readily resolved by classroom instruction
the discharge of a child who is speaking but not reading or writing or showing the prerequisite is appropriate to age
cannot be seen as a successful discharge
children whose spoken language difficulties were resolved by 5 1/2-71/2 after surface level
were found to have reading difficulties at age 15
are also important for reading development
awareness of correct grammatical sentences and vocabulary
many clinical programs aimed at developing oral semantic skills develop children’s
awareness of grammatically correct and semantically plausible sentences
recent research provided support for
type of intervention provided is ineffective in developing underlying skills crucial for written language
SLPs should consider
type of instructions, length of training, classroom instruction, population Characteristics, failure to transfer skills to the reading process, the method of analysis
for children with spoken language impairment who also have significant reading delay, skills at the phoneme level only appear to develop in response to
significant intervention i.e blending and segmenting
it is better to provide instructions in phonological awareness for one phoneme skill at a time and work until matter of this sell is achieved before introduction
but this is highly in efficient therefore SLPs use a multiple morpheme approach and cyclic approach that do not rely on skill mastery
integrated approaches to phonological awareness intervention that involve a variety of these may be both efficient and effective for children with spoken language impairment who have a severe phonological awareness deficit
phoneme-awareness level tasks, articulation tasks, and letter-sound knowledge tasks
intervention that has shown transfer effect to the reading and spelling process for children with spoken language impairment consisted of how many hours of treatment
20 hours administered in a relatively intense manner
it is important for clinicians to consider phonological awareness intervention as one part of a much wider language program and work closely with teachers and reading specialists to ensure transfer of phoneme awareness knowledge to
reading and spelling tasks
clinicians should be cautious in expecting similar results for children with
other types of communication impairment other than SLI e.g. traumatic brain injuries
does every child become a successful reader after treatment
no
what type of assessing will not make significant improvement in spelling development
simply scoring the response at a whole-word level
what type of analysis should be used to indicate the progress made in the child’s spelling performance
qualitative analysis
phonological awareness is but
one aspect of spoken language that is necessary for successful written language development
the ultimate goal of any phonological awareness intervetion
is not to improve a child’s ability to identify sounds in words or to be successful at completing spoonerisms but to enhance to a child’s literacy development
SLPs must have knowledge of
when and how children acquire phonological awareness skills and understand what factors contribute to this development
