Phonological Awareness

From Research to Practice

By Gail T. Gillon

© 2004 – Guilford Press

274 pages

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About the Book

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

Phonological Awareness Defined. Theoretical Background. Phonological Awareness Development. A Phonological Deficit Hypothesis for Dyslexia. Children with Spoken Language Impairment. Phonological Awareness Assessment. Phonological Awareness Intervention. Phonological Awareness Intervention Instructional Frameworks. Gail T. Gillon, Sally Clendon, Linda Cupples, Mark Flynn, Teresa Iacono, Traci Schmidtkie, Audrey Young, David Yoder. Phonological Awareness Development in Children with Physical, Sensory, or Intellectual Impairment. 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. Dr. Gillon, a native New Zealander, completed her undergraduate qualifications in education, primary teaching, and speech-language therapy in Christchurch in 1983.

About the Series

Challenges in Language and Literacy

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