Phonological Awareness: From Research to Practiceby Gail T. Gillon
This unique resource provides a comprehensive review of current knowledge about phonological awareness, together with practical guidance for helping preschoolers to adolescents acquire needed skills. Up-to-date findings are synthesized on the development of phonological awareness; its role in literacy learning; and how it can be enhanced in students at risk for reading difficulties and those with reading disorders or speech or language impairments. Of particular value to general and special educators and speech-language professionals, the book's clear recommendations for assessment and intervention show how to translate the research into day-to-day teaching and clinical practice.
Description: This book provides comprehensive, empirically-based information on phonological awareness and its impact on literacy acquisition. The chapter layout is such that those unfamiliar with literacy can read a detailed yet succinct description of the definitions and theories surrounding phonological awareness and written language prior to learning about assessment and intervention considerations for individuals struggling with phonological awareness.
Purpose: The author wrote this book as a guide to understanding the role of phonological awareness in the prevention and intervention of literacy difficulties such as developmental dyslexia. Although quite a bit of peer-reviewed literature has been published regarding the role of phonological awareness in written language development, there is no other book as recent as this one containing comprehensive, cross-referenced information on phonological awareness and its relation to written language.
Audience: The author's nonesoteric writing style makes this book appropriate for a number of reading levels such as burgeoning educators and clinicians as well as established professionals. Her attention to detail, clarity of thought, and sequential presentation of information makes this a relatively easy-to-read, informative book on phonological awareness.
Features: When writing a book on phonological awareness, it may be tempting to focus solely on its theories and components (i.e., syllable awareness, onset-rime, etc.). The author, however, does a thorough job of bridging the gap between phonological awareness and literacy acquisition. In addition, she provides a list of references cited and a keyword index in the back of the book.
Assessment: Undoubtedly, this is a necessary and welcomed text. Because this book discusses the theoretical and clinical applications surrounding phonological awareness, it is likely that this it will be used widely in courses covering literacy acquisition as well as by professionals working with clinical populations who have reading difficulty.
"Providing a thorough review of the scientific literature on phonological processing, Gillon skillfully walks the reader along the path from research to practice. The implementation and adaptation of the evidence-based practices explained in this reader-friendly volume is facilitated by numerous examples and case studies and could have far-reaching benefits for children at risk for literacy learning difficulties. This book should be required reading for teachers, teacher educators, and others involved in the process of helping children become literate."Barbara W. Hodson, PhD, Department of Communicative Sciences and Disorders, Wichita State University
"An outstanding and much-needed book that is a ‘must read' for reading specialists and speech-language therapists. Covering every important topic within the domain of phonological awareness, Gillon provides a clear but comprehensive explanation of research underpinnings for her practical guidelines on assessment and instruction of both oral and written language. The depth of her understanding and scholarship, coupled with the utility of her recommendations for intervention, makes this an unusually fine resource. I will consult it often."Louisa Moats, EdD, Director of Literacy Research and Professional Development, Sopris West Educational Services, Longmont, Colorado
"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, PhD, Department of Education, Communication, and Language Sciences, The University of Newcastle Upon Tyne, United Kingdom
Meet the Author
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. A native New Zealander, she completed her undergraduate qualifications in education, primary teaching, and speech-language therapy in Christchurch in 1983. Following a period of several years working in New Zealand and Australia as a speech-language pathologist, she completed her Doctorate in Speech and Hearing at the University of Queensland, Australia, in 1995. Professor Gillon returned to the University of Canterbury in 1996 to undertake a prestigious 2-year postdoctoral fellowship awarded by the New Zealand Foundation for Research Science and Technology. She currently lectures and teaches in the Department of Communication Disorders, College of Science. Her research focuses on understanding the relationship between developmental spoken and written language disorders, and she has led a series of successful intervention trials investigating the benefits of phonological awareness interventions for children at high risk for literacy difficulties. Professor Gillon’s research has been widely published in leading U.S., British, European, Australian, and New Zealand speech-language pathology and reading journals. She has won on three occasions (1995, 2000, 2005) the esteemed American Speech-Language-Hearing Association Editor’s award for a research article of highest merit.
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