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Phonological Awareness: From Research to Practice (Challenges in Language and Literacy)

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Phonological Awareness: From Research to Practice (Challenges in Language and Literacy) Cover

 

Synopses & Reviews

Publisher Comments:

This unique resource provides a comprehensive review of current knowledge about phonological awareness, together with practical guidance for helping children acquire needed skills. Up-to-date findings are synthesized on the development of phonological awareness; its role in literacy learning; and how it can be enhanced in children at risk for reading difficulties and those with reading disorders or speech or language impairments. Of particular value to general and special educators and speech-language professionals, the book's clear recommendations for assessment and intervention show how to translate the research into day-to-day teaching and clinical practice. Methods and activities are described for working with preschoolers to adolescents, including those with special learning needs. Illustrative case studies and concise chapter summaries are additional useful features of this student- and practitioner-friendly volume.

Book News Annotation:

Gillon's (communication disorders, U. of Canterbury, UK) text is for professionals and students in training who work with children with reading and spelling difficulties or those at risk for such difficulties. Gillon provides the necessary background information to understand the role of phonological awareness--the awareness of the sound structure of spoken words--in reading and spelling, focuses on linking research to practice, and provides useful frameworks for assessment and intervention to help ensure all children read and write with success.
Annotation 2004 Book News, Inc., Portland, OR (booknews.com)

Synopsis:

This unique resource provides a comprehensive review of current knowledge about phonological awareness, together with practical guidance for helping preschoolers to adolescents acquire needed skills. Up-to-date findings are synthesized on the development of phonological awareness; its role in literacy learning; and how it can be enhanced in students at risk for reading difficulties and those with reading disorders or speech or language impairments. Of particular value to general and special educators and speech–language professionals, the book's clear recommendations for assessment and intervention show how to translate the research into day-to-day teaching and clinical practice.

About the Author

Gail T. Gillon, PhD, is a senior academic staff member in the Department of Communication Disorders at the University of Canterbury, Te Whare Wananga o Waitaha, in Christchurch, New Zealand. A native New Zealander, she completed her undergraduate qualifications in education, primary teaching, and speech-language therapy in Christchurch in 1983. Following a period of several years working in New Zealand and Australia as a speech-language pathologist, she completed her Doctorate in Speech and Hearing at the University of Queensland, Australia, in 1995. Professor Gillon returned to the University of Canterbury in 1996 to undertake a prestigious 2-year postdoctoral fellowship awarded by the New Zealand Foundation for Research Science and Technology. She currently lectures and teaches in the Department of Communication Disorders, College of Science. Her research focuses on understanding the relationship between developmental spoken and written language disorders, and she has led a series of successful intervention trials investigating the benefits of phonological awareness interventions for children at high risk for literacy difficulties. Professor Gillons research has been widely published in leading U.S., British, European, Australian, and New Zealand speech-language pathology and reading journals. She has won on three occasions (1995, 2000, 2005) the esteemed American Speech-Language-Hearing Association Editors award for a research article of highest merit.

Table of Contents

Will serve as a primary text in advanced undergraduate- or graduate-level seminars in phonological awareness, and as a supplemental text in courses in child language disorders or reading disabilities.

1.<~>Phonological Awareness Defined

2.<~>Theoretical Background

3.<~>Phonological Awareness Development

4.<~>A Phonological Deficit Hypothesis for Dyslexia

5.<~>Children with Spoken Language Impairment

6.<~>Phonological Awareness Assessment

7.<~>Phonological Awareness Intervention: Guiding Principles

8.<~>Phonological Awareness Intervention: Instructional Frameworks

9.<~>Phonological Awareness Development in<N>Children with<N>Physical, Sensory, or<N>Intellectual Impairment

10.<~>Concluding Remarks

APPENDIX: English Phonemes

References

Index

Product Details

ISBN:
9781572309647
Publisher:
Guilford Publications
Notes by:
Apel, Kenn
Author:
Gillon, Gail T.
Location:
New York
Subject:
Education
Subject:
Reading
Subject:
Language Experience Approach
Subject:
Phonetics & Phonics
Subject:
Literacy
Subject:
Language awareness in children.
Subject:
Children with disabilities
Subject:
Reading -- Phonetic method.
Subject:
Children with disabilities - Education -
Subject:
Linguistics - Phonetics & Phonology
Subject:
Education-Teaching Reading and Writing
Edition Description:
Trade Cloth
Series:
Challenges in Language and Literacy
Series Volume:
1267
Publication Date:
20031131
Binding:
HARDCOVER
Grade Level:
from P up to 12
Language:
English
Illustrations:
Y
Pages:
270
Dimensions:
9 x 6 in
Age Level:
from 3 up to 17

Related Subjects

Education » Phonics
Education » Teaching » Reading and Writing

Phonological Awareness: From Research to Practice (Challenges in Language and Literacy) New Hardcover
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Product details 270 pages Guilford Publications - English 9781572309647 Reviews:
"Synopsis" by ,
This unique resource provides a comprehensive review of current knowledge about phonological awareness, together with practical guidance for helping preschoolers to adolescents acquire needed skills. Up-to-date findings are synthesized on the development of phonological awareness; its role in literacy learning; and how it can be enhanced in students at risk for reading difficulties and those with reading disorders or speech or language impairments. Of particular value to general and special educators and speech–language professionals, the book's clear recommendations for assessment and intervention show how to translate the research into day-to-day teaching and clinical practice.
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