Facilitating Development of Preliterate Children's Phonological Abilities

Facilitating Development of Preliterate Children's Phonological Abilities

The relationships between emergent literacy skills and phonological awareness in preliterate children are examined, and a developmental model for facilitating literacy development is presented. Suggestions for enhancing metaphonological skills and a checklist for the early identification of young at...

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Veröffentlicht in:Topics in language disorders 1994-02, Vol.14 (2), p.26-39
Hauptverfasser: Jenkins, Robyn, Bowen, Laura
Format: Artikel
Sprache:eng
Schlagworte:
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Child Development
Disability Identification
Early Childhood Education
Early Identification
Emergent Literacy
Intervention
Language Impairments
Metaphonology
Phonology
Reading Difficulties
Reading Readiness
Teaching Models
Young Children
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Zusammenfassung:The relationships between emergent literacy skills and phonological awareness in preliterate children are examined, and a developmental model for facilitating literacy development is presented. Suggestions for enhancing metaphonological skills and a checklist for the early identification of young at-risk children are offered. (Author/DB)
ISSN:0271-8294
DOI:10.1097/00011363-199402000-00005