Phonological Awareness From Research to Practice 2nd Edition by Gail Gillon – Ebook PDF Instant Download/Delivery: 1462532888, 978-1462532889
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ISBN 10: 1462532888
ISBN 13: 978-1462532889
Author: Gail Gillon
Translating 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.
New to This Edition:
*Incorporates over a decade of important advances in research, assessment, and instruction.
*Chapter on ELLs, plus additional insights on ELLs woven throughout the book, including new case studies.
*Chapter on spelling development.
*Significantly revised coverage of children with complex communication needs.
Phonological Awareness From Research to Practice 2nd Table of contents:
chapter 1. Phonological Awareness Defined
Levels of Phonological Awareness
The Relationship between Phonological Awareness Levels
Phonological Awareness above the Word Level
Phonological Processing Abilities
Metalinguistic Awareness
Phonological Awareness and Phonics
Summary
From Research to Practice
chapter 2. Theoretical Background
Models of Reading
Theories of Word Recognition
Development of Word Recognition
Summary
From Research to Practice
chapter 3. Phonological Awareness Development
The Predictive Power of Early Phonological Awareness Development
The Predictive Power of Onset–Rime Awareness
The Predictive Power of Syllable Awareness
Phonological Awareness in Context with Other Important Variables
Variables Contributing to the Development of Phonological Awareness
Summary
From Research to Practice
chapter 4. Phonological Awareness Development in Speakers of Languages Other Than English
The Sequence of Phonological Awareness Development
Phonological Awareness as a Predictor of Early Literacy in Languages Other Than English
Phonological Awareness as a Predictor of Early Literacy in English Language Learners
Phonological Awareness and Cross-Language Transfer
Summary
From Research to Practice
chapter 5. The Importance of Phonological Processing Skills in Dyslexia
Definition
Phonological Awareness Risk Factors in Children with Dyslexia
Familial Risk Factors
Reading-Age-Matched Design
Phonological Decoding Abilities
Subgroups of Poor Readers
Syntactic, Semantic, and Morphological Knowledge
Morphological Knowledge
Dyslexia in Second-Language and Multilingual Groups
Phonological Awareness Interventions
Summary
From Research to Practice
chapter 6. Phonological Awareness Development in Children with Spoken Language Impairment
Subgroups of Spoken Language Impairment
Relationship to Reading and Spelling Difficulties
Spelling Development in Children with Spoken Language Impairment
Summary
From Research to Practice
chapter 7. Phonological Awareness and Spelling Development
Phases in Spelling Development
Conjoint Theories of Spelling Development
Spelling Analysis
Spelling Assessment
Spelling Instruction and Intervention
Summary
From Research to Practice
chapter 8. Phonological Awareness Assessment
Types of Assessment Tasks
Phonological Awareness Assessment of Preschool Children
Phonological Awareness Assessment in the Early School Years (Ages 5–7 Years)
Phonological Awareness Assessment in Older Children
Phonological Awareness Assessment in Bilingual or Multilingual Children
Summary
From Research to Practice
chapter 9. Phonological Awareness Intervention
Research Basis
Guiding Principles for Intervention
Phonological Awareness Intervention for Children with Spoken Language Impairment
Background Knowledge of the Instructor
Children with Diverse Learning Needs
Classroom Acoustic Considerations
Intensity of Phonological Awareness Instruction
Summary
From Research to Practice
chapter 10. Instructional Frameworks
Framework 1: The Provision of Phonological Awareness Instruction to Enhance Reading and Spelling Development in All Children
Framework 2: A Preventative Model for Children at Risk or Children Experiencing Early Reading Difficulties
Framework 3: Intervention for Older Children with Dyslexia
Summary
From Research to Practice
chapter 11. Phonological Awareness in Children with Complex Communication Needs
Written Language Challenges for Children with CCN
Comparative Studies Involving Children with CCN
Phonological Awareness Assessment
Phonological Awareness Intervention
Future Research Needs
Summary
From Research to Practice
chapter 12. Concluding Remarks
Appendix. English Phonemes
References
Index
About Guilford Press
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