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The Modern Language Journal, Volume 110, Issue 1, Page 210-239, Spring 2026.Abstract Multimodal materials (e.g., written text supplemented by images and/or audio) are commonplace in language classrooms. While they have been consistently shown to be beneficial for vocabulary acquisition, the efficacy of multimodal input in scaffolding text comprehension is less clear. Conflicting findings have also been reported in terms of the
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From Phonological Therapy to Phonological Awareness
Seminars in Speech and Language, 2002Children with speech difficulties often have delayed phonological awareness development and associated literacy problems. Speech-language pathologists (S-LPs) typically use phonological and articulatory approaches in their treatment of such children. However, it is unclear to what extent phonological awareness training, originally designed to promote ...
Joy, Stackhouse +3 more
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Intervention in School and Clinic, 1999
This article defines phonological awareness and discusses historic and contemporary research findings regarding its relation to early reading. Common misconceptions about phonological awareness are addressed. Research-based guidelines for teaching phonological awareness and phonemic awareness to all children are described.
David J. Chard, Shirley V. Dickson
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This article defines phonological awareness and discusses historic and contemporary research findings regarding its relation to early reading. Common misconceptions about phonological awareness are addressed. Research-based guidelines for teaching phonological awareness and phonemic awareness to all children are described.
David J. Chard, Shirley V. Dickson
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Topics in Language Disorders, 1997
This article reviews the relationship between phonological awareness and early reading. Follow-up data from a group of first-grade children who had low letter-sound knowledge (n = 38) in kindergarten are presented from a phonological awareness intervention that included three groups: 1 ...
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This article reviews the relationship between phonological awareness and early reading. Follow-up data from a group of first-grade children who had low letter-sound knowledge (n = 38) in kindergarten are presented from a phonological awareness intervention that included three groups: 1 ...
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Teaching phonological awareness
Child Language Teaching and Therapy, 1994This article is a collection of ideas for teaching phonological awareness. It provides a range of activities which both teacher and therapist can carry out, separately or together. The activities can be carried out with language unit children or with mainstream children who are known to have poor phonological awareness skills.
Clare North, Michelle Parker
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Issues in phonological awareness assessment
Annals of Dyslexia, 1992Awareness of the internal phonological structure of words is a causal factor in success with the alphabetic principle in word recognition. However, findings with the Lindamood Auditory Conceptualization (LAC) Test reveal 25-30% of the population show deficiency in a subtle component of phonological awareness termed comparator function.
P C, Lindamood, N, Bell, P, Lindamood
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Phonological Awareness and Production
Language, Speech, and Hearing Services in Schools, 1999Changes in feature awareness and production during phonological intervention were examined separatelyin four preschool-aged children with severe phonological impairment. Each received intervention that incorporated attention to the features of three error patterns and provided opportunities to practice productions for those patterns.
Heidi M, Harbers +2 more
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Facilitating Phonological Awareness
Language, Speech, and Hearing Services in Schools, 1991Research demonstrates that the facilitation of phonological awareness is an important component of intervention programs for children at-risk for reading disabilities. In this paper, the principles and techniques that should be considered in designing a phonological awareness training program are discussed.
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Components of phonological awareness
Reading and Writing, 1995The factorial structure underlying different types of tasks within the domain of phonological awareness was examined in two studies. Large sample sizes allowed for sensitive differentiation of constructs. In the first study, 128 preschool children without any experience of formal reading instruction were tested with a battery of tasks intended to tap ...
Torleiv H�ien +3 more
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