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Critical Components of Phonemic Awareness Instruction and Intervention: Recommendations for Teacher Training and for Future Research

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Interventions in Learning Disabilities

Part of the book series: Literacy Studies ((LITS,volume 13))

Abstract

The purpose of this chapter is to describe critical components of phonemic awareness instruction and intervention for students in pre-k through second grade who have language delays, reading disabilities, or who are at-risk for future reading problems. First, we describe our theoretical framework. Second, we describe existing assessments for screening, progress monitoring, intervention design. Third, we describe four evidence-based intervention programs that range from Tier 1 to more intensive interventions and we provide links to websites that review additional interventions. Finally, we conclude with directions for future research related to phonemic awareness instruction and intervention for students with language impairments or reading disabilities.

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Authors and Affiliations

  1. Simmons College of Education, Southern Methodist University, Dallas, TX, USA

    Stephanie Al Otaiba & Jill Allor

  2. Department of Communication Sciences and Disorders, University of South Carolina, Columbia, SC, 29208, USA

    Krystal L. Werfel

  3. College of Education & Human Development, Texas A&M University, College Station, Texas, USA

    Nathan Clemens

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  1. Stephanie Al Otaiba
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  2. Jill Allor
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  4. Nathan Clemens
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Correspondence to Stephanie Al Otaiba .

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Editors and Affiliations

  1. School of Education, Bar Ilan University, Ramat Gan, Israel, Ramat Gan, Israel

    Rachel Schiff

  2. College of Education & Human Development, Texas A&M University, College Station, Texas, USA

    R. Malatesha Joshi

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Otaiba, S.A., Allor, J., Werfel, K.L., Clemens, N. (2016). Critical Components of Phonemic Awareness Instruction and Intervention: Recommendations for Teacher Training and for Future Research. In: Schiff, R., Joshi, R. (eds) Interventions in Learning Disabilities. Literacy Studies, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-31235-4_2

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