Describers phoneme awareness, available assessment measures and training programs, and remediation strategies teachers can use
Get full access to this article
View all access options for this article.
References
1.
Alexander, A. W., Andersen, H. G., & Heilman, P. C. (1991). Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexics. Annals of Dyslexia41, 193–206.
2.
Ball, E. W., & Blachman, B. A. (1988). Phoneme segmentation training: Effect on reading readiness. Annals of Dyslexia, 38, 208–25.
3.
Ball, E. W., & Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling?Reading Research Quarterly, 26, 49–66.
4.
Barinag, M. (1996). Giving language skills a boost. Science, 271, 27–28.
5.
Bilger, R. (1994). Speech perception in noise test [CD-ROM]. Champaign: University of Illinois Press.
6.
Blachman, B. A. (1984). Relationship of rapid naming ability and language analysis skills to kindergarten and first-grade reading achievement. Journal of Educational Psychology, 76, 610–622.
7.
Blachman, B. A. (1991). Early intervention for children's reading problems: Clinical applications of the research in phonological awareness. Topics in Language Disorders, 12, 51–65.
8.
Blachman, B. A. (1994). What we have learned from longitudinal studies of phonological processing and reading, and some unanswered questions: A response to Torgesen, Wagner, and Rashotte. Journal of Learning Disabilities, 27, 287–291.
9.
Bradley, L., & Bryant, P. (1983). Categorizing sounds and learning to read—A causal connection. Nature, 301, 419–421.
10.
Brown, I. S., & Felton, R. H. (1990). Effects of instruction on beginning reading skills in children at risk for reading disability. Reading and Writing: An Interdisciplinary Journal, 2, 223–241.
11.
Byrne, B., & Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A case for teaching recognition of phoneme identify. Journal of Educational Psychology, 82, 805–812.
12.
Byrne, B., & Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic awareness to young children. Journal of Educational Psychology, 83, 451–455.
13.
Byrne, B., & Fielding-Barnsley, R. (1993). Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up. Journal of Educational Psychology, 85, 104–111.
14.
Catts, H., & Scott, V. (1994). Measuring phonological awareness (Working Paper). University of Kansas, Kansas Early Childhood Research Institute.
15.
Catts, H., & Vartiainen, T. (1993). Sounds abound. East Moline, IL: LinguiSystems.
16.
Catts, H., Wilcox, K., Wood-Jackson, C., Larrivee, L., & Scott, V. (1995). Toward an understanding of phonological awareness. Unpublished manuscript, University of Kansas, Lawrence.
17.
Felton, R. (1993). Effects of instruction on the decoding skills of children with phonological-processing problems. Journal of Learning Disabilities, 26, 583–589.
18.
Fifer, R., Jerger, J., Berlin, C., Tobey, E., & Campbell, J. (1983). Development of a dichotic sentence identification test for hearing-impaired adults. Ear and Hearing, 4, 300–305.
19.
Goldman, R., Fristoe, M., & Woodcock, R. (1970). Test of auditory discrimination. Circle Pines, MN: American Guidance Service.
20.
Griffith, P. L., & Klesius, J. P. (1990, November). The effect of phonemic awareness ability and reading instructional approach on first grade children's acquisition of spelling and decoding skills. Paper presented at the National Reading Conference. Miami.
21.
Griffith, P., & Olson, M. (1992). Phonemic awareness helps beginning readers break the code. The Reading Teacher, 45, 516–523.
22.
Jerger, J., Speaks, C., & Trammel, J. (1968). A new approach to speech audiometry. Journal of Speech and Hearing Disorders, 33, 318–327.
23.
Jerger, S., Lewis, S., Hawkins, J., & Jerger, J. (1980). Pediatric speech intelligibility test. I. Generation of test materials. International Journal of Pediatric Otorhinolaryngology, 2, 217–230.
24.
Kalikow, D. N., Steven, K. N., & Elliott, L. L. (1977). Development of a test of speech intelligibility in noise using sentence materials with controlled word predictability. Journal of the Acoustical Society of America, 61, 1337–1351.
25.
Keith, R. W. (1986). SCAN: A screening test for auditory processing disorders. San Antonio, TX: Psychological Corp.
26.
Levinson, P., & Sloan, C. (1980). Treating auditory processing difficulties in children. San Diego: College-Hill Press.
27.
Liberman, I. Y. (1973, March). Segmentation of the spoken word and reading acquisition. Paper presented at the Society for Research in Child Development, Philadelphia.
28.
Liberman, I. Y. (1987, January). Review of reading, writing and mathematics disabilities. Paper presented at the National Conference on Learning Disabilities, Bethesda, MD.
29.
Liberman, I. Y., & Shankweiler, D. (1985). Phonology and the problems of learning to read and write. Remedial and Special Education, 6(6), 8–17.
30.
Lindamood, C., & Lindamood, P. (1975). The A.D.D. program, auditory discrimination in depth. Austin, TX: PRO-ED.
31.
Lindamood, C., & Lindamood, P. (1979). Lindamood auditory conceptualization test (Rev. ed). Austin, TX: PRO-ED.
32.
Lundberg, I., Frost, J., & Petersen, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263–284.
33.
Majsterek, D., & Ellenwood, A. (1995). Phonological awareness and beginning reading: Evaluation of a school-based screening procedure. Journal of Learning Disabilities, 28, 449–457.
34.
Mann, V. A., & Brady, S. (1988). Reading disability: The role of language deficiencies. Journal of Consulting and Clinical Psychology, 56, 811–816.
35.
Mann, V. A., Cowin, E., & Schoenheimer, J. (1989). Phonological processing, language comprehension, and reading ability. Journal of Learning Disabilities, 22, 76–89.
36.
Mann, V. A., & Liberman, I. Y. (1984). Phonological awareness and verbal short-term memory. Journal of Learning Disabilities, 17, 592–599.
37.
Perfetti, C. A., Beck, I., Bell, L. C., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283–319.
38.
Perfetti, C. A., & Lesgold, A. M. (1977). Coding and comprehension in skilled reading and implications for reading instruction. In L. B. Resnick & P. Weaver (Eds.), Theory and practice in early reading. Hillsdale, NJ: Erlbaum.
39.
Perfetti, C. A., & McCutchen, D. (1982). Speech processes in reading. Speech and Language Advances in Basic Research and Practice, 7, 237–269.
40.
Peterson, M. E., & Haines, L. P. (1992). Orthographic analogy training with kindergarten children: Effects on analogy use, phonemic segmentation, and letter-sound knowledge. Journal of Reading Behavior, 24, 109–127.
41.
Rawson, M. B. (1966). A bibliography on the nature, recognition and treatment of language difficulties. Pomfret, CT: Orton Society.
42.
Rawson, M. B. (1968). Developmental language disability. Baltimore: Johns Hopkins University Press.
43.
Rawson, M. B. (1974). A bibliography on the nature, recognition and treatment of language difficulties. Pomfret, CT: Orton Society.
44.
Rawson, M. B., & Duane, D. (1975, November). Reading, perception and language. Paper presented at the World Congress on Dyslexia, Rochester, MN.
45.
Robertson, C., & Salter, W. (1995a). The phonological awareness kit. East Moline, IL: LinguiSystems.
46.
Robertson, C., & Salter, W. (1995b). The phonological awareness profile. East Moline, IL: Lingui-Systems.
47.
Rooney, K. J. (1995). Dyslexia revisited: History, educational philosophy, and clinical assessment applications. Intervention in School and Clinic, 31, 6–15.
48.
Rosner, J., & Simon, D. P. (1971). The Auditory Analysis Test: An initial report. Journal of Learning Disabilities, 4, 384–392.
49.
Smoski, W., Brunt, M., & Tannahil, J. C. (1992). Listening characteristics of children with central auditory processing disorders. Language, Speech, and Hearing Services in the Schools, 23, 145–152.
50.
Stach, B. A. (1992). Controversies in the screening of central auditory processing disorders. In F. H. Bess & J. W. Hall, Ill (Eds.), Screening children for auditory function (pp. 61–77). Nashville, TN: Bill Wilkerson Center Press.
51.
Swank, L. (1994). Phonological coding abilities: Identification of impairments related to phonologically based reading problems. Topics in Language Disorders, 14, 56–71.
52.
Tangel, D. M., & Blachman, B. A. (1992). Effect of phoneme awareness instruction on kindergarten children's invented spelling. Journal of Reading Behavior, 24, 233–261.
53.
Torgesen, J. K., & Bryant, B. R. (1994a). Phonological awareness training for reading. Austin, TX: PRO-ED.
54.
Torgesen, J. K., & Bryant, B. R. (1994b). Test of phonological awareness. Austin, TX: PRO-ED.
55.
Torgesen, J. K., Morgan, S. T., & Davis, C. (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84, 364–370.
56.
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276–286.
57.
Wagner, R. K. (1986). Phonological processing abilities and reading: Implications for disabled readers. Journal of Learning Disabilities, 19, 623–630.
58.
Wagner, R. K., Torgesen, J., Laughon, P., Simmons, K., & Rashotte, C. (1993). Development of young readers' phonological processing abilities. Journal of Educational Psychology, 85, 83–103.