Phonological Awareness Instruction: Opinions and Practices of Educators and Speech-Language Pathologists

Abstract

Research has shown phonological awareness to be a strong predictor of literacy. To support literacy development, a phonological awareness project was piloted in several West Virginia schools in 2001. This study compared WV educators based on employment setting (schools participating and those not participating in the phonological awareness project) and professional category (classroom teacher, reading specialist, speech-language pathologist) on answers to survey questions related to phonological awareness. Results showed no significant relationships between employment setting and responses. However, reading specialists reported spending more minutes per week providing phonological awareness instruction to children at risk for reading difficulty than did speech-language pathologists. Of concern was that over half of the responding speech-language pathologists reported no involvement in phonological awareness instruction in the regular curriculum, and over one-quarter reported that they did not provide phonological awareness instruction to children on their caseloads, who may be at risk for reading failure.

Survey of Response-to-Intervention's Challenges for School-Based Speech-Language Pathologists

“…Moreover, Daniel and Reynolds (2007) reported that no SLP in their study reported collaborating with classroom teachers in the planning or implementation of phonological awareness instruction. Daniel and Reynolds (2007) noted that implications for further research included investigating how SLPs can be more effective in facilitating phonological awareness plus investigating the barriers that SLPs face in spending adequate time providing phonological awareness instruction to children who are at risk for reading failure. Chard and Dickson (1999) noted that children with speech and language problems are at significant risk for literacy problems as well.…”

“…A survey conducted by Daniel and Reynolds (2007) revealed that more than half of the 33 SLPs who responded to their survey reported no involvement in phonological awareness instruction in the regular curriculum or collaboration with classroom teachers, with 29% reporting that they did not provide phonological awareness instruction to children on their caseloads who may be at risk for reading failure. In addition, Daniel and Reynolds (2007) noted SLPs felt that the classroom teacher was the professional most important in providing phonological awareness instruction. According to ASHA's…”

“…Respect to Reading and Writing in Children and Adolescents, the findings from the previous study may be considered problematic in the fact that a number of SLPs are not in tune with the scope of practice established by ASHA, which includes assisting children to acquire the necessary prerequisite skills such as phonological awareness. In addition, Daniel and Reynolds' (2007) survey results indicated that of the SLPs surveyed who reported providing phonological awareness instruction to children on their caseloads, 34% (approximately 11 SLPs) provided instruction only to children with articulation and phonological disorders. Moreover, Daniel and Reynolds (2007) reported that no SLP in their study reported collaborating with classroom teachers in the planning or implementation of phonological awareness instruction.…”

“…In addition, Daniel and Reynolds' (2007) survey results indicated that of the SLPs surveyed who reported providing phonological awareness instruction to children on their caseloads, 34% (approximately 11 SLPs) provided instruction only to children with articulation and phonological disorders. Moreover, Daniel and Reynolds (2007) reported that no SLP in their study reported collaborating with classroom teachers in the planning or implementation of phonological awareness instruction. Daniel and Reynolds (2007) noted that implications for further research included investigating how SLPs can be more effective in facilitating phonological awareness plus investigating the barriers that SLPs face in spending adequate time providing phonological awareness instruction to children who are at risk for reading failure.…”