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The
Speech-Language-Pathologists Role in Literacy Education in Ohios Schools
Submitted
By Phonemic Awareness
Phonemic Awareness, according to the National Reading Panel, is one of two indicators that are highly predictive of future reading success (the second is letter knowledge). Speech-Language Pathologists training uniquely prepares them to address issues of developing phonemic and phonologic awareness. Knowledge of the articulation process, and the phonologic structures of English are vital when considering how best to teach children to hear and analyze sounds in words, particularly children at risk. The basic concepts of intervention strategies used to teach the sound system to children with phonological disorders, such as the use of minimal pairs, may be effectively applied for students learning to analyze the sounds in a word. This specialized knowledge makes SLPs vital consultants when educational teams plan intervention for students.
What is phonological awareness? What is phonemic awareness (PA)? What are the component skills? Why is phonemic awareness important? What does the research say? ( go to page 21) Phonemic Awareness Assessment Free materials: Dynamic Indicators of Basic Early Literacy
Skills (DIBELS) Phonemic
Awareness is assessed in this curriculum-based measure by Initial Sound Fluency for
kindergarteners, or, in kindergarten and first grade, by a one-minute probe of Phoneme Segmentation Fluency.
Materials for this assessment are free for registered users. Emergent Literacy Screening An ASHA Convention presentation describing an early literacy screening is available here.
Phonological and Phonemic Awareness Instruction and Intervention Phonemic
Awareness Instruction defined by the National
Reading Panel Report: Instruction
in phonemic awareness (PA) involves teaching children to focus on and
manipulate phonemes in spoken syllables and words. Online Resources:
Schuele,
et al. ASHA Presentation Education
Oasis: Rubric
of student needs and commercially available programs
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