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ERIC Number: ED454629
Record Type: Non-Journal
Publication Date: 2000-Sep
Pages: 12
Abstractor: N/A
Reference Count: N/A
"Phonological Awareness" from Teaching Students with Disabilities To Read. PEER Literacy Resource Brief #1. Peer Project Literacy Series.
Denton, Carolyn A.; Hasbrouck, Jan E.
This booklet is part of a series of seven booklets designed to introduce aspects of effective reading instruction that should be considered when teaching reading to students with disabilities. It focuses on essential skill building and teaching activities related to developing a child's phonological awareness. The methods described of teaching reading to students with disabilities have been shown to be particularly effective. Some of these methods are used in regular education classrooms for students who are just learning to read, but they are appropriate for students with disabilities of any age who have not learned to read well. An introduction discusses general principles for teaching reading to students with disabilities and emphasizes the importance of individually designing a program based on a student's strengths and needs, parent involvement, and academic modifications. The information is organized into the following sections: what phonological awareness is, why it is important, what parents can do, what teachers can do, information for second language learners, and resources. Strategies include reading to the child, teaching rhymes and songs, playing word games, having the child clap for each word or syllable, and teaching students the sounds of letters. (Contains 13 references.) (CR)
Federation for Children with Special Needs, 1135 Tremont St., Suite 420, Boston, MA 02120. Tel: 617-236-7210; Fax: 617-572-2094; e-mail:; Web site:
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Parents; Practitioners; Teachers
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Federation for Children with Special Needs, Boston, MA.