NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ791353
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: Author
Reference Count: 108
ISBN: N/A
ISSN: ISSN-0271-1214
Successful Phonological Awareness Instruction with Preschool Children: Lessons from the Classroom
Phillips, Beth M.; Clancy-Menchetti, Jeanine; Lonigan, Christopher J.
Topics in Early Childhood Special Education, v28 n1 p3-17 2008
Phonological awareness is one of several key precursor skills to conventional literacy that develop during the preschool period. Significant amounts of research support the causal and predictive relation between phonological awareness and children's ease of learning to decode and spell. However, many preschool curricula and early childhood educational and caregiving settings are still lacking in robust instruction in this area, and many preschool instructors do not yet have a strong grasp of the developmental trajectory of phonological awareness nor of how to incorporate effective support and instruction into a developmentally appropriate teaching plan. This article summarizes what is known from high-quality research about the development of phonological awareness and about how this informs effective pedagogical strategies for its instruction. Numerous examples are given of effective instructional strategies derived from randomized trials of preschool curricula and interventions. (Contains 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A