Phonological awareness: Instructional and assessment guidelines

被引：66

作者：

Chard, DJ ^{[1
]}

Dickson, SV

机构：

[1] Univ Texas, Dept Special Educ, Austin, TX 78712 USA

[2] No Illinois Univ, De Kalb, IL 60115 USA

来源：

INTERVENTION IN SCHOOL AND CLINIC | 1999年 / 34卷 / 05期

关键词：

D O I：

10.1177/105345129903400502

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This article defines phonological awareness and discusses historic and contemporary research findings regarding its relation to early reading. Common misconceptions about phonological awareness are addressed. Research-based guidelines for teaching phonological awareness and phonemic awareness to all children are described. Additional instructional design guidelines are offered for teaching children with learning disabilities who are experiencing difficulties with early reading. Considerations for assessing children's phonological awareness are discussed, and descriptions of available measures are provided.

引用

页码：261 / 270

页数：10

共 44 条

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Adams M.J., 1990, Beginning to Read

[2]

ADAMS MJ, 1998, PHONEMIC AWARENESS Y

[3]

AHLBERG J, 1979, EACH PEACH PEAR PLUM

[4]

BALL DL, 1991, READING RES Q, V26, P49