Phonological Awareness, Second Edition

Gail T. Gillon, PhD, is Professor and Director of the Child Well-being Research Institute at the University of Canterbury in Christchurch, New Zealand. A native New Zealander with academic qualifications in speech–language therapy, teaching, and education, her research has focused on understanding the relationship between children’s spoken and written language development. In particular, Dr. Gillon is well known internationally for her research and publications on the importance of phonological awareness to early reading success, particularly for young children at risk for literacy difficulties. She is a Life Member of the New Zealand Speech–Language Therapy Association and a Fellow of the American Speech–Language–Hearing Association (ASHA). Dr. Gillon is also a three-time recipient of ASHA Editor's Awards for research articles of highest merit. Dr. Gillon is currently Co-Director of a 10-year National Science Research Challenge called “A Better Start,” which includes a focus on ensuring early learning and literacy success for all New Zealand children.

• 1. Phonological Awareness Defined2. Theoretical Background3. Phonological Awareness Development4. Phonological Awareness Development in Speakers of Languages Other Than English, with Amir Sadeghi and John Everatt5. The Importance of Phonological Processing Skills in Dyslexia, with John Everatt6. Phonological Awareness Development in Children with Spoken Language Impairment, with Brigid McNeill7. Phonological Awareness and Spelling Development, with Brigid McNeill8. Phonological Awareness Assessment, with John Everatt and Amir Sadeghi9. Phonological Awareness Intervention10. Instructional Frameworks11. Phonological Awareness in Children with Complex Communication Needs, with Sally Clendon12. Concluding RemarksAppendix. English PhonemesReferencesIndex

"Dr. Gillon’s contributions are amazing! If only all reading/literacy instructors, university professors of education, school administrators, and speech–language pathologists were to read, digest, and apply the insights in this book, I am certain that 'at-risk' children would become significantly better readers, and that the literacy skills of all children would be enhanced as well. This volume is loaded with evidence-based information, but it also is extremely readable."--Barbara Williams Hodson, PhD, Professor Emerita of Communication Sciences and Disorders, Wichita State University"Gillon addresses theoretical and practical aspects of the important role of phonological awareness in becoming literate, the basic right of every individual. The second edition presents up-to-date research on the development of phonological awareness as well as the practicalities of helping children learn to read and spell. This excellent volume fills a need for literacy researchers and practitioners and will be an exceptional resource for literacy courses at the undergraduate and graduate levels. I will definitely use it in my classes."--R. Malatesha Joshi, PhD, Department of Teaching, Learning, and Culture, Texas A&M University; Fellow, American Educational Research Association?"What makes this book stand out is its attention to the importance of phonological awareness and other linguistic awareness skills to both reading and spelling. Strong content on assessment and intervention makes this a valuable resource for educators and specialists, such as speech–language pathologists, alike. It will be a welcome addition to courses on language development and/or disorders."--Kenn Apel, PhD, CCC-SLP, Department of Communication Sciences and Disorders, University of South Carolina"This excellent second edition provides clear and comprehensive answers to essential questions: How does phonological awareness develop and transfer across languages? Why is it so crucial in learning to read and spell? How can it be assessed in children of differing ages and cognitive and linguistic abilities? The volume reviews evidence-based instructional strategies and programs for supporting the development of phonological awareness in children with a wide range of literacy learning needs. It offers highly useful information for classroom teachers, intervention specialists, speech–language pathologists, educational psychologists, teacher educators, and educational policymakers."--William E. Tunmer, PhD, Distinguished Professor of Educational Psychology, Massey University, New Zealand -