Sherrill Morris, PhD: No financial or non-financial relationships to disclose
Abstract
This session will present phonological awareness skills and expected ages of acquisition. We will discuss the importance of incorporating phonological awareness activities in speech-language sessions and ways to do this across a variety of ages. Strategies for enhancing collaborative relationships with teachers as a means to achieve the best outcomes will be emphasized.
Summary Phonological awareness is the understanding that words are made up of syllables and sounds and that these units can be manipulated to create new words. Development of these skills begins in preschool and is refined as children receive explicit teaching in the early elementary grades. Because, strong phonological awareness skills are predictive of future proficient reading abilities, teaching phonological awareness skills is a priority for early educators. Speech-language pathologists have knowledge in oral and written language, and as interventionists, they provide scaffolding to support children’s development of concepts. Therefore, speech-language pathologist are crucial members of the phonological awareness and literacy enhancement team. By understanding the developmental sequence of phonological awareness skills, speech-language pathologists can implement strategies to support student academic success. Given children with language impairment often have concurrent literacy difficulties, it is important to add phonological awareness and literacy-based objectives in their treatment plans, so both componets are adequately addressed.
Learning Objectives:
At the completion of this activity, participants should be able to:
At the conclusion of the session participants will be able to list the expected ages at which different phonological awareness abilities are achieved
At the conclusion of the session participants will be able to develop phonological awareness activities for a variety of skill levels.
At the conclusion of the session participants will be able to discuss the importance of incorporating literacy activities in the treatment plans of children with language impairment.