A Study of Classroom-Based Phonological Awareness Training for Preschoolers with Speech and/or Language Disorders

American Journal of Speech-Language Pathology

Volumn 7, Issue 3, 1998, Pages 65-76

  Van Kleeck, Anne ^a   Gillam, Ronald B ^b   McFadden, Teresa U ^c  

^a UNIVERSITY OF GEORGIA   (United States)

^b UNIVERSITY OF TEXAS AT AUSTIN   (United States)

^c UNIVERSITY OF WYOMING   (United States)

Author keywords

Language delay; Phonological awareness; Preschooler; Speech delay; Training

Indexed keywords

EID: 0032398001     PISSN: 10580360     EISSN: 15589110     Source Type: Journal    
DOI: 10.1044/1058-0360.0703.65     Document Type: Article

References (76)

1. Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Aram, D., Ekelman, B., & Nation, J. (1984). Preschoolers with language disorders: 10 years later. Journal of Speech and Hearing Research, 27, 232-244.
3. Aram, D., & Nation, J. (1980). Preschool language disorders and subsequent language and academic difficulties. Journal of Communication Disorders, 13, 229-241.
4. Ball, E., & Blachman, B. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26(1), 49-66.
5. Bird, J., Bishop, D., & Freeman, N. (1995). Phonological awareness and literacy development in children with expressive phonological impairments. Journal of Speech and Hearing Research, 38, 446-462.
6. Bishop, D., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry, 21, 1027-1050.
7. Blachman, B. (1994). Early literacy acquisition: The role of phonological awareness. In G. Wallach & K. Butler (Eds.), Language learning disabilities in school-age children and adolescents: Some principles and applications (pp. 253-274). New York: Macmillan.
8. Blachman, B., Ball, E., Black, R., & Tangel, D. (1994). Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms. Reading and Writing: An Interdisciplinary Journal, 6, 1-18.
9. Bowey, J. (1994). Phonological sensitivity in novice readers and nonreaders. Journal of Experimental Child Psychology, 58, 134-159.
10. Bowey, J., & Francis, J. (1991). Phonological analysis as a function of age and exposure to reading instruction. Applied Psycholinguistics, 12, 91-121.
11. Bradley, L., & Bryant, P. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 30, 419-421.
12. Bradley, L., & Bryant, P. (1985). Rhyme and reason in reading and spelling. Ann Arbor: University of Michigan Press.
13. Brady, S., Fowler, A., Stone, B., & Winbury, N. (1994). Training phonological awareness: A study with inner-city kindergarten children. Annals of Dyslexia, 44, 26-59.
14. Bryant, P., MacLean, M., & Bradley, L. (1990). Rhyme, language, and children's reading. Applied Psycholinguistics, 11, 237-252.
15. Carlisle, J. (1991). Questioning the psychological reality of onset-rime as a level of phonological awareness. In S. Brady & D. Shankweiler (Eds.), Phonological processes in literacy (pp. 85-96). Hillsdale, NJ: Lawrence Erlbaum.
16. Carrow-Woolfolk, E. (1985). Test For Auditory Comprehension of Language-Revised. Chicago: Riverside Publishing.
17. Catts, H. (1986). Speech production/phonological deficits in reading-disordered children. Journal of Learning Disabilities, 19, 504-508.
18. Catts, H. (1989). Phonological processing deficits and reading disabilities. In A. Kamhi & H. Catts (Eds.), Reading disabilities: A developmental language perspective (pp. 101-132). Boston: Allyn & Bacon.
19. Catts, H. (1993). The relationship between speech-language impairments and reading disabilities. Journal of Speech and Hearing Research, 36, 948-958.
20. Chaney, C. (1992). Language development, metalinguistic skills, and print awareness in three-year-old children. Applied Psycholinguistics, 13, 485-514.
21. Chukovsky, K. (1963). From two to five. Berkeley: University of California Press.
22. Cunningham, A. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, 429-444.
23. De Temple, J., & Snow, C. (1996). Styles of parent-child book-reading as related to mothers' views of literacy and children's literacy outcomes. In J. Shimron (Ed.), Literacy and education: Essays in honor of Dina Feitelson (pp. 63-84). Cresskill, NJ: Hampton Press.
24. Dowker, A. (1989). Rhyme and alliteration in poems elicited from young children. Journal of Child Language, 16, 181-202.
25. Ellis, N., & Large, B. (1987). The development of reading: As you seek so shall you find. British Journal of Psychology, 78, 1-28.
26. Fey, M., Catts, H., & Larrivee, L. (1995). Preparing preschoolers for the academic and social challenges of school. In M. Fey, J. Windsor, & S. Warren (Eds.), Language intervention: Preschool through the elementary years (pp. 3-37). Baltimore: Paul Brookes.
27. Fox, B., & Routh, D. (1975). Analyzing spoken language into words, syllables, and phonemes. A developmental study. Journal of Psycholinguistic Research, 4, 331-342.
28. Fox, B., & Routh, D. (1984). Phonemic analysis and synthesis as word-attack skills. Journal of Educational Psychology, 76, 1059-1061.
29. Gillam, R. B., & Carlile, R. M. (1997). Oral reading and story retelling of students with specific language impairment. Language, Speech, and Hearing Services in Schools, 28, 30-42.
30. Gillam, R. B., & Johnston, J. R. (1985). Development of print awareness in language-disordered preschoolers. Journal of Speech and Hearing Research, 28, 521-526.
31. Goldman, R., & Fristoe, M. (1969). Goldman-Fristoe Test of Articulation. Circle Pines, MN: American Guidance Service.
32. Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. Hillsdale, NJ: Lawrence Erlbaum.
33. Hall, P., & Tomblin, B. (1978). A follow-up study of children with articulation and language disorders. Journal of Speech and Hearing Research, 43, 227-241.
34. Hresko, W., Reid, K., & Hammill, D. (1991). Test of Early Language Development. Austin, TX: Pro-Ed.
35. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
36. Kamhi, A., & Catts, H. (1986). Toward an understanding of developmental language and reading disorders. Journal of Speech and Hearing Disorders, 51, 337-347.
37. Kamhi, A., Lee, R., & Nelson, L. (1985). Word, syllable, and sound awareness in language-disordered children. Journal of Speech and Hearing Disorders, 50, 207-212.
38. King, R., Jones, C., & Lasky, E. (1982). In retrospect: A fifteen-year follow-up report of speech-language-disordered children. Language, Speech, and Hearing Services in Schools, 13, 24-32.
39. Korngold, B., Menyuk, P., Liebergott, J., & Chesnick, M. (1988). Early oral language as predictors of reading performance in first and second grade. Paper presented at the Symposium on Child Language Disorders, Madison, WI.
40. Layton, L., & Deeney, K. (1996). Promoting phonological awareness in preschool children. In M. Snowling & J. Stackhouse (Eds.), Dyslexia, speech, and language: A practitioner's handbook (pp. 125-143). London: Whurr Publishers.
41. Leadholm, B. J., & Miller, J. F. (1992). Language sample analysis: The Wisconsin guide. Madison, WI: Wisconsin Department of Public Instruction.
42. Levi, G., Capozzi, F., Fabrizi, A., & Sechi, E. (1982). Language disorders and prognosis for reading disabilities in developmental age. Perceptual and Motor Skills, 54, 1119-1122.
43. Lewis, B., & Freebairn, L. (1992). Residual effects of preschool phonology disorders in grade school, adolescence, and adulthood. Journal of Speech and Hearing Research, 35, 819-831.
44. Liberman, I., & Shankweiler, D. (1991). Phonology and beginning reading: A tutorial. In L. Rieben & C. Perfetti (Eds.), Learning to read: Basic research and its implications (pp. 3-17). Hillsdale, NJ: Erlbaum.
45. Lundberg, I., Frost, J., & Petersen, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23(3), 264-284.
46. Lundberg, I., Olofosson, A., & Wall, S. (1980). Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21, 159-173.
47. Maccarone, G., & Lewin, B. (1992). Itchy, itchy chicken pox. New York: Scholastic.
48. MacLean, M., Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33(3), 255-281.
49. Magnusson, E., & Naucler, K. (1990). Reading and spelling in language-disordered children - linguistic and metalinguistic prerequisites: Report on a longitudinal study. Clinical Linguistics and Phonetics, 4, 49-61.
50. Magnusson, E., & Naucler, K. (1993). The development of linguistic awareness in language-disordered children. First Language, 13, 93-111.
51. Marion, M., Sussman, H., & Marquardt, T. (1993). The perception and production of rhyme in normal and developmentally apraxic children. Journal of Communication Disorders, 26, 129-160.
52. Marvin, C., & Wright, D. (1997). Literacy socialization in the homes of preschool children. Language, Speech, and Hearing Services in Schools, 28, 154-163.
53. Mason, J. (1980). When do children begin to read: An exploration of four year old children's letter and word reading competencies. Reading Research Quarterly, 15, 203-227.
54. Menyuk, P., & Chesnick, M. (1997). Metalinguistic skills, oral language knowledge, and reading. Topics in Language Disorders, 77, 75-87.
55. Morais, J. (1991). Constraints on the development of phonemic awareness. In S. Brady & D. Shankweiler (Eds.), Phonological processes in literacy (pp. 5-27). Hillsdale, NJ: Lawrence Erlbaum.
56. O'Conner, R., Jenkins, J., Leicester, N., & Slocum, T. (1993). Teaching phonological awareness to young children with learning disabilities. Exceptional Children, 59, 532-546.
57. Reid, D. K., Hresko, W. P., & Hammill, D. D. (1989). The Test of Early Reading Ability-2. Austin, TX: Pro-Ed.
58. Sawyer, D. (1987). Test of Awareness of Language Segments. Austin, TX: Pro-Ed.
59. Sawyer, D. (1988). Studies of the effects of teaching auditory segmenting skills within the reading program. In R. Masland & M. Masland (Eds.), Preschool prevention of reading failure (pp. 121-142). Parkton, MD: York.
60. Smith, C., & Tager-Flusberg, H. (1982). Metalinguistic awareness and language development. Journal of Experimental Child Psychology, 34, 449-468.
61. Stackhouse, J., & Snowling, M. (1992). Barriers to literacy development in two cases of developmental verbal dyspraxia. Cognitive Neuropsychology, 9, 273-299.
62. Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-397.
63. Stanovich, K. (1992). Speculation on the causes and consequences of individual differences in early reading acquisition. In P. Gough, L. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 307-342). Hillsdale, NJ: Lawrence Erlbaum.
64. Stanovich, K., Cunningham, A., & Cramer, B. (1984). Assessing phonological awareness in kindergarten: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175-190.
65. Torgesen, J., Morgan, S., & Davis, C. (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84, 364-370.
66. Torneus, M. (1984). Phonological awareness and reading: A chicken and egg problem? Journal of Educational Psychology, 76, 1346-1358.
67. Treiman, R., & Baron, J. (1993). Phonemic-analysis training helps children benefit from spelling-sound rules. Memory & Cognition, 11, 382-389.
68. van Kleeck, A. (1994). Metalinguistic development. In G. Wallach & K. Butler (Eds.), Language learning disabilities in school-age children and adolescents: Some principles and applications (pp. 53-98). New York: Macmillan.
69. van Kleeck, A. (1995). Emphasizing form and meaning separately in prereading and early reading instruction. Topics in Language Disorders, 16, 27-49.
70. van Kleeck, A., Alexander, E., Vigil, A., & Templeton, K. (1996). Verbally modeling thinking for infants: Middle-class mothers' presentation of information structures during book sharing. Journal of Research in Childhood Education, 10, 101-113.
71. Wagner, R., & Torgesen, J. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
72. Warrick, N., Rubin, H., & Rowe-Walsh, S. (1993). Phoneme awareness in language delayed children: Comparative studies and intervention. Annals of Dyslexia, 43, 153-173.
73. Webster, P., & Plante, A. (1992). Effects of phonological impairment on word, syllable, and phoneme segmentation and reading. Language, Speech, and Hearing Services in Schools, 23, 176-182.
74. Wiig, E., Secord, W., & Semel, E. (1992). Clinical Evaluation of Language Fundamentals-Preschool. San Antonio, TX: The Psychological Corporation, Harcourt Brace Jovanovich.
75. Yopp, H. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, XXIII(2), 159-177.
76. Zimmerman, I., Steiner, V., & Pond, R. (1992). Preschool Language Scale-3. San Antonio, TX: The Psychological Corporation, Harcourt Brace Jovanovich.