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An individual's awareness of the sound (phonological) structure of spoken words

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Phonological Awareness

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Refers to the consonant or consonant cluster that precedes the vowel in a syllable

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Onset

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Encompasses the vowel and any subsequent consonants

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Rime

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The onset of the word HOG is H, and the rime is OG

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Example of a rime and onset

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The internal structure of the syllable unit

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Studies have shown that the onset and rime compose natural boundaries governing what?

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The syllabic and intra-syllablic structure of words

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Phonological awareness describes an individual's awareness of what?

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Children show sensitivity to the sound patterns that recur across and within words Examples: syllables and rime units

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Describe "more shallow levels of phonological awareness".

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Children demonstrate more conscious levels of awareness regarding a word or syllable's phonological structure Examples: phonemes

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Describe "deeper levels of sensitivity".

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Compare, contrast, and even manipulate phonological segments within and across words

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With access to deeper levels of sensitivity, children are able to do what?

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When a child can recognize that each word or syllable consists of a series of discrete phonemes and can explicitily identify, blend, and segment these phonemes

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When is phoneme awareness fully realized?

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1. Continuum 2. Developmental in nature

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Development of phonological awareness occurs along a (1)___________________ and is (2)______________________________.

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That children's sensitivity to words, syllables, onset/rimes, and phonemes emerge in overlapping rather than discrete stages

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Some researchers use the term "quasi-parallel progression" to describe how phonological awareness develops. What do we mean by "quasi-parallel progression"?

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That children do not need to "master" one ability before another

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Understanding the quasi-parallel nature of the development of phonological awareness suggests what?

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Children's attainment of both emergent and conventional literacy skills

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Literacy

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Skills and knowledge serving as prerequisites to reading and writing Acquired during the preschool and kindergarten period

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Emergent literacy

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Fluent and skilled reading and writing Acquired beginning in 1st grade

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Conventional literacy

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Reading skills

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Phonological awareness skills predict what?

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1. Syllable structure 2. Phonemes

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Sensitivity to (1)___________________ occurs considerable earlier than sensitivity to (2)__________________.

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Sensitivity to rhyme

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What is one of the earliest benchmarks in the growth of phonological awareness?

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Not long after they exhibit productive use of oral language (2 years of age)

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When does sensitivity to rhyme begin to emerge in some children?

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4 years

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At what age do children begin to exhibit explicit awareness of syllabic distinctions within multisyllabic words?

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Onsets occur as singleton consonants rather than consonant clusters Example: "tar" vs "star"

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In the early stages of sensitivity to syllable structure, children show greater facility at segmenting syllables into onsets and rimes when what?

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Sharing of a phoneme across two words or syllables Example: "bad" and "big"

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What is alliteration?

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3 years

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At what age do children start developing sensitivity to alliteration?

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The words share a common vowel Example (initial): cup - cut vs cup - cat Example (final): map - tap vs map - tip

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Children are more proficient at comparing and contrasting intial and final phonemes across two words if what?

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The ability to identify phonemes as the units comprising syllables and words

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Phoneme awareness

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6 or 7 years of age

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What age is phoneme awareness mastered?

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1. Phoneme segmentation (analysis or elision) 2. Phoneme blending (or synthesis)

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Phoneme awareness comprises what 2 areas of growth?

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The ability to sequentially isolate all the individual sounds in a syllable or word, or to segment (elide) a sound from a word or syllable

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Phoneme segmentation

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The ability to take a sequence of phonemes and build them into a larger linguistic unit

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Phoneme blending

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Learning to read

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Skills in both phoneme segmentation and blending are critical requisities for what?

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Reading ability

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Phoneme awareness is a robus correlate of what?

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Phonological recoding or phonological recoding in lexical access

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Skills in recognizing and using the systematic correspondence between letters and phonemes is usually referred to as what?

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Decode novel words

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The successful integration of phonological awareness and recoding allow the child to do what?

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Experiencing difficulty in phonological awareness and subsequent reading and spelling impairment

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Children with speech disorder(s) face increased risks for what?

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Children with speech production problems specific to deficits in phonological rules

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What children are more prone to experiencing difficulties with phonological awareness and reading?

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A phonological disorder

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We refer to children with speech production probems specific to deficits in phonological rules as having what?

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Phonological awareness impairment

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Children with phonological disorder face an elevated risk for what?

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1. Articulatory 2. Phonological

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Children with speech production problems that are (1)______________ rather than (2)_____________ in nature may not display difficulties in attaining phonological awareness.

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Their inability to master the phonological system

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Problems in phonological awareness for children with phonological disorder can be attributed to what?

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Difficulties with phonological awareness and literacy achievement

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Children with phonological disorder are more likely than their peers with typical development to experience what?

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Children with phonological disorder who have concomitant receptive and/or expressive language difficulties

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Which children are at great risk, those with phonological disorder who have concomitant receptive and/or expressive language difficulties or those with phonological disorder alone?

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Acquiring phonological awareness

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Some children with phonological disorder may evidence problems in ____________________________________, but these problems do not present challenges to the early development of literacy.

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Phonological awareness

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SLPs play a critical role in promoting what?

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Play a critical and direct role in the development of literacy for children and adolescents with communication disorders

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SLPs have been encouraged by ASHA to do what?

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1. Prevention 2. Identification 3. Assessment 4. Intervention

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What are the primary roles and responsibilities of SLPs regarding phonological awareness?

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A comprehensive assessment battery

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Phonological awareness should be routinely assessed in children with suspected or identified phonological disorder(s) as part of what?

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1. Norm-referenced 2. Criterion-referenced 3. Dynamic assessment

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A range of phonological awareness assessment tasks may be implement, including (1)______________ and (2)______________ as well as (3) _______________.

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1. The normative sample used for developing the instrument and its relevance to the child being assessed 2. The type of assessment task(s)

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When considering norm-referenced measures for preschoolers, what should the clinician be mindful of?

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1. Age 2. Grade

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Norm-reference measures for school-age children use (1)______ norms rather than (2)_______ norms.

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To determine a child's specific performance against a specific criterion, typically a local or curriculum-based standard

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What do criterion-referenced measured used for?

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determine children's competency in a specific area of phonological awareness

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What is the goal of criterion-referenced measures?

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1. Identify children behind an established standard 2. Describe current level of performance 3. Create intervention goals 4. Document treatment progress 5. Determine when intervention is no longer needed

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Informal criterion-referenced tasks can be used to:

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varying types of cues or prompts provided by a clinician

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Dynamic assessment examines children's performance in response to what?

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To determine how much and what type of assistance is required to encourage higher levels of performance

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What is the goal of dynamic assessment?

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The level of prompting needed as an indicator of short and long term propensity for change

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What are clinicians looking for in dynamic assessment?

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False! Dynamic assessment can be used with static assessments

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True or false: Dynamic assessment should be used alone

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1. Include phonological awareness for preschoolers and kindergarteners 2. Small group intervention should occur if performance is not adequate after first grade 3. One-on-one intervention should occur if small group intervention was not effective

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What are the three components to the framework to guide SLPs in incorporating phonological awareness into therapy?

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1. Improved speech intelligibility 2. Improved phonological awareness

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The two main goals for intervention for a child with a phonological disorder are:

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1. Improve child's speech disorder 2. Facilitate phonological awareness 3. Facilitate some letter sound knowledge and begin child's understanding of relationship between spoken and written words

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Research suggests that intervention should aim to achieve the following 3 things before formal literacy instruction:

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SLP, teacher, and parents

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Who do the best intervention models include?

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Use of pictures, alliteration activities, use of an alphabet chart, segmentation of words, and rhyming

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Ways to embed phonological awareness into therapy include:

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They can serve as visual prompts or reminders of speech targets for children

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Why are written words and letters useful in phonological awareness therapy?

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Extra exposure to the phonological structure of language

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The pairing of letters with their corresponding sounds can provide children with what?

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Literacy-focused Standard

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Research findings show that children who received a _____-focused curriculum outperformed those who received a ______ curriculum in emergent literacy measures

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small group individual

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Both ______ ________ and ________________ intervention can be helpful in literacy

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Parents teachers

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Building phonological awareness in a less formal manner is important for _______ and _______ to do

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Reading storybooks with rhyme and alliteration, clapping out beats of rhymes, finding toys that start with the same sound, identifying the first sound in family member's names, say words as a series of sounds and have the child guess the full word

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Ways to build phonological awareness informally include:

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To facilitate awareness of the sound structure of spoken language NOT to teach skills to mastery level

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The goal of phonological awareness in preschool is __________________________, not _____________________________

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Direct and intensive periods of intervention focused on phonological awareness

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School-age children with reading and spelling difficulties may require what kind of therapy?

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1. Enhance phonological awareness 2. Develop strong phoneme awareness 3. Understand relationship between spoken and written word 4. Transfer skills to reading and spelling

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The four aims of phonological awareness intervention for school-aged children:

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Small group intervention, classroom-based, and integration of phonological goals into conventional therapy

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The three main models of phonological awareness intervention are:

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Six children aged 5-6 years

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Small group therapy consists of about ____ children aged ___ - ____

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SLPs, reading specialists, or teachers

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Instruction of small groups can be provided by:

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Provide supplementary materials and provide coaching to teachers

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SLPs provide the following roles in ensuring successful implementation of classroom based phonological awareness teaching:

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A child has not benefitted from classroom or small group therapy

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Conventional therapy is recommended when:

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20 hours total

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How many hours of intervention has been proven effective in ensuring long-term gains in literacy for older children?

Chapter 12: Phonological Awareness: Description, Assessment, and Intervention – Flashcards

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