Critical Components of Phonemic Awareness Instruction and Intervention: Recommendations for Teacher Training and for Future Research

Abstract

The purpose of this chapter is to describe critical components of phonemic awareness instruction and intervention for students in pre-k through second grade who have language delays, reading disabilities, or who are at-risk for future reading problems. First, we describe our theoretical framework. Second, we describe existing assessments for screening, progress monitoring, intervention design. Third, we describe four evidence-based intervention programs that range from Tier 1 to more intensive interventions and we provide links to websites that review additional interventions. Finally, we conclude with directions for future research related to phonemic awareness instruction and intervention for students with language impairments or reading disabilities. Keywords Early literacy • Teacher training • Phonemic awarenessThe purpose of this chapter is to describe critical components of phonemic awareness instruction and intervention for students in pre-k through second grade who have language delays, reading disabilities, or who are at-risk for future reading problems. First, we describe our theoretical framework regarding how phonemic awareness is a foundational skill for reading and writing. Second, we describe existing assessments that can help teachers screen students to determine risk and then to monitor progress and guide interventions within multi-tier systems of supports or

Promoting Spatial Language and Ability Among SLD Children: Can Robot Programming Make a Difference?

“…Hence, in order to help young children, especially those at risk for SLD with language delay, it is important to search for new tools to support them overcome their language difficulties as early as kindergarten. Early intervention programs appropriate to young children at risk for SLD have already been shown to support acquisition of primary cognitive abilities, and thus, reduce the anticipated academic gap before school entry (Al Otaiba et al, 2016). Such expectations also apply to improvements in spatial ability (Hawes et al, 2015).…”