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Phonological Awareness Training and Short-Term Working Memory: Clinical Implications.
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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.
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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
Whole Language and Its Potential for Developing Readers.
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Weaver, Constance – Topics in Language Disorders, 1991
This paper discusses major principles characterizing the whole language philosophy of teaching and learning; assumptions of the mechanistic and relational paradigms; whole language practices such as the Shared Book Experience and Reading Recovery for helping students with reading difficulties; and the potential of whole language for developing…
Descriptors: Beginning Reading, Educational Principles, Reading Difficulties, Reading Instruction
Phonological Awareness: Implications for Whole Language and Emergent Literacy Programs.
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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
What Speech-Language Pathologists Need To Know about Early Reading.
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Snow, Catherine E.; Scarborough, Hollis S.; Burns, M. Susan – Topics in Language Disorders, 1999
This article summarizes the National Research Council's conclusions concerning key developmental milestones in the various domains relevant to reading success, including phonological awareness, letter identification, the alphabetic principle, automatic word recognition, and comprehension strategies. Beneficial opportunities for preschoolers and…
Descriptors: Beginning Reading, Developmental Stages, Early Childhood Education, Phoneme Grapheme Correspondence