ERIC Number: EJ885271
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 0
Phonemic Awareness: How Much Is Enough within a Changing Picture of Reading Instruction?
Ukrainetz, Teresa A.
Topics in Language Disorders, v29 n4 p344-359 Oct-Dec 2009
This article reviews the evidence pertaining to intensity for phonemic awareness intervention for preschoolers and kindergartners with language impairment. The nature of phonemic awareness instruction is considered, including which phonemic awareness skills should be explicitly taught, how to structure these skills into teaching episodes, and how treatment dosage can be determined. Findings pertaining to intensity were extracted from controlled treatment studies on children with typical achievement, low achievement, and language impairment. The state of evidence for treatment intensity has significant gaps, but a tentative conclusion is that 10-20 hr of instruction, delivered as a combination of classroom lessons and supplementary intervention, can enable children with language impairment to achieve the phonemic awareness skills needed for reading and spelling.
Descriptors: Intervention, Language Impairments, Reading Achievement, Phonemic Awareness, Reading Instruction, Preschool Children, Young Children, Kindergarten, Therapy, Teaching Methods, Reading Skills, Spelling
Lippincott Williams & Wilkins. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: firstname.lastname@example.org; Web site: http://www.lww.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Authoring Institution: N/A