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ERIC Number: EJ855418
Record Type: Journal
Publication Date: 2009-May
Pages: 14
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1940-4158
Assessment of Phonological Awareness in Low-Progress Readers
Neilson, Roslyn
Australian Journal of Learning Difficulties, v14 n1 p53-66 May 2009
The assessment of phonological awareness (PA) can serve several purposes, including providing a useful diagnostic function in the management of low-progress readers. This paper discusses various aspects of phonological awareness that have implications for literacy teaching at three different points in children's school career: the point of school entry, where children first come to grips with alphabetic instruction; the first two or three years of formal schooling, during which PA becomes refined; and the subsequent years, during which phonological awareness and orthographic (spelling) awareness normally become intertwined. The discussion provides a critical exploration of issues relating to both the assessment of PA at these levels and the implications of the assessment results for low-progress readers.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia