From Research to Practice
Guilford Press – 2004 – 274 pages
Gail Gillon provides a thorough review of relevant research on phonological skills and their role in literacy acquisition. This is also a sourcebook for clinicians who need to justify their intervention for children with literacy difficulties as best practice. Undergraduate and graduate students in speech and language therapy and primary education will appreciate this book s accessibility and will rely on its ideas in both clinic and classroom practice. - Barbara J. Dodd, University of Newcastle Upon Tyne, UK
Phonological Awareness Defined. Theoretical Background. Phonological Awareness Development. A Phonological Deficit Hypothesis for Dyslexia. Children with Spoken Language Impairment. Phonological Awareness Assessment. Phonological Awareness Intervention. Phonological Awareness Intervention Instructional Frameworks. Gail T. Gillon, Sally Clendon, Linda Cupples, Mark Flynn, Teresa Iacono, Traci Schmidtkie, Audrey Young, David Yoder. Phonological Awareness Development in Children with Physical, Sensory, or Intellectual Impairment. Concluding Remarks. Appendix: English Phonemes.
Gail T. Gillon, PhD, is a senior academic staff member in the Department of Communication Disorders at the University of Canterbury, Te Whare Wananga o Waitaha, in Christchurch, New Zealand. Dr. Gillon, a native New Zealander, completed her undergraduate qualifications in education, primary teaching, and speech-language therapy in Christchurch in 1983.