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Phonological Awareness Training and Short-Term Working Memory: Clinical Implications.
Peer reviewed Peer reviewed
Gillam, Ronald B.; van Kleeck, Anne – Topics in Language Disorders, 1996
This article finds that two aspects of phonological working memory, phonological coding and phonological recoding, appear to be important elements in the relationship between phonological working memory and phonological awareness. It suggests an approach to training in phonological awareness and reports an intervention study in which phonological…
Descriptors: Beginning Reading, Decoding (Reading), Emergent Literacy, Intervention
Developmental Differences in the Relationship between Oral Language Deficits and Reading.
Peer reviewed Peer reviewed
Snyder, Lynn S.; Downey, Doris M. – Topics in Language Disorders, 1997
Examines the influence that oral language deficits exert on children's ability to learn to read and to develop reading skills. Discusses evidence that points to deficient phonological awareness as the variable that best discriminates children with reading delay. The effects of deficit phonological awareness are described. (Author/CR)
Descriptors: Beginning Reading, Decoding (Reading), Elementary Secondary Education, Influences
Emphasizing Form and Meaning Separately in Prereading and Early Reading Instruction.
Peer reviewed Peer reviewed
van Kleeck, Anne – Topics in Language Disorders, 1995
This article proposes that meaning and form (the sound-letter correspondences) are both important in beginning reading, but that initially they should be taught separately. Support for this position is provided, and a two-stage model of preliteracy development is offered, with the first stage emphasizing meaning and the second stage emphasizing…
Descriptors: Beginning Reading, Decoding (Reading), Literacy Education, Phonics
Phonological Awareness: Implications for Whole Language and Emergent Literacy Programs.
Peer reviewed Peer reviewed
Ball, Eileen Wynne – Topics in Language Disorders, 1997
Reviews the relationship between phonological awareness and early reading. Follow-up data from a group of 38 first-grade children who had low letter-sound knowledge in kindergarten found that those who received phonological awareness intervention in kindergarten performed better than their first-grade peers on word recognition and reading decoding…
Descriptors: Beginning Reading, Decoding (Reading), Followup Studies, Intervention