Phonological Awareness: From Research to Practice (Hardback) book cover

Phonological Awareness

From Research to Practice

By Gail T. Gillon

© 2004 – Guilford Press

270 pages

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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.


Gail Gillon provides a thorough review of relevant research on phonological skills and their role in literacy acquisition. This is also a sourcebook for clinicians who need to justify their intervention for children with literacy difficulties as best practice. Undergraduate and graduate students in speech and language therapy and primary education will appreciate this book s accessibility and will rely on its ideas in both clinic and classroom practice. - Barbara J. Dodd, University of Newcastle Upon Tyne, UK

Table of Contents

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 Children with Physical, Sensory, or Intellectual Impairment, Gail T. Gillon with Sally Clendon, Linda Cupples, Mark Flynn, Teresa Iacono, Traci Schmidtke, David Yoder, and Audrey Young

10. Concluding Remarks

Appendix: English Phonemes

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 Gillon’s 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 Editor’s award for a research article of highest merit.

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Challenges in Language and Literacy

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