Phonological Awareness Assessment And Instruction: A Sound Beginning

Phonological Awareness Assessment and Instruction: A Sound Beginning

@SUMMARY= Full of hands-on phonological awareness activities, Phonological Awareness Assessment and Instruction: A Sound Beginning gives you the tools to assess phonological awareness at the word, syllable, onset-rime, and phoneme levels. Corresponding activities are then designed to enhance the development of awareness at each of these levels. Including a concise explanation of phonological awareness and a summary of recent research, the book describes the relationship between phonological awareness and learning to read. You can implement these activities in classrooms from preschool through second grade and collect data to measure the progress of your children as they learn.From the Back CoverFull of hands-on phonological awareness activities, Phonological Awareness Assessment and Instruction: A Sound Beginning gives you the tools to assess phonological awareness at the word, syllable, onset-rime, and phoneme levels. Corresponding activities are designed to enhance the development of awareness at each of these levels. You can implement these activities in classrooms from preschool through second grade and collect data to measure the progress of your children as they learn.Includes a summary of recent research. Thoroughly describes the relationship between phonological awareness and learning to read. Includes activities that teachers can implement in the classroom!Holly B. Lane is an assistant professor in the Department of Special Education at the University of Florida in Gainesville, where she earned her B.S. M.A. and Ph.D. She currently directs a research project focusing on effective intervention for children unresponsive to typical classroom instruction. Her work focuses on investigating and developing effective intervention strategies for children with or at risk for reading disabilities. Lane was a classroom teacher in special education for nine years.Paige C. Pullen is an assistant professor at the University of Virginia in Charlottesville, where she directs the teacher education program in Early Childhood and Developmental Risk. Her work focuses on effective intervention strategies for children with or at risk for reading disabilities. Pullen was also a classroom teacher in both general and special education for eleven years. She earned her B.S. M.A. and Ph.D. from the University of Florida.Find more books on related topics at www.ablongman.com/edresources.About the Author@AUTHBIO= Holly B. Lane is an assistant professor in the Department of Special Education at the University of Florida in Gainesville. She currently directs a research project focusing on effective intervention for children unresponsive to typical classroom instruction. Her work focuses on investigating and developing effective intervention strategies for children with or at risk for reading disabilities. Lane was a classroom teacher in special education for nine years. @AUTHBIO= Paige C. Pullen is an assistant professor at the University of Virginia in Charlottesville, where she directs the teacher education program in Early Childhood and Developmental Risk. Her work focuses on effective intervention strategies for children with or at risk for reading disabilities. Pullen was also a classroom teacher in both general and special education for eleven years.