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Phonological Awareness, Second Edition: From Research to Practice de Gail T. Gillon

Phonological Awareness, Second Edition: From Research to Practice: Challenges in Language and Literacy

Autor Gail T. Gillon
en Limba Engleză Paperback – 17 ian 2018

Notăm cu interes apariția celei de-a doua ediții a lucrării Phonological Awareness, o resursă fundamentală publicată de Guilford Press în seria Challenges in Language and Literacy. Bazându-ne pe datele furnizate de autor și pe structura revizuită a cuprinsului, remarcăm efortul de a traduce cercetarea de ultimă oră în protocoale de practică clinică și educațională. Ediția actuală extinde cadrul teoretic prin includerea a zece ani de progrese empirice, oferind o perspectivă integrată asupra modului în care structura sonoră a limbajului influențează achiziția alfabetizării (citit, scris și ortografie).

Structura volumului urmează o progresie logică, pornind de la definirea conștientizării fonologice și fundamentele teoretice, către aplicații specifice pentru diverse categorii de elevi. Considerăm deosebit de relevante noile capitole dedicate dezvoltării ortografiei (Capitolul 7) și vorbitorilor de limba engleză ca limbă secundară (Capitolul 4), aspecte care reflectă diversitatea sălii de clasă contemporane. Această ediție acoperă aceeași arie ca Sound Practice de Lyn Layton, dar cu o abordare mai extinsă din punct de vedere clinic, adresându-se nu doar preșcolarilor, ci și adolescenților de până la 17 ani.

Spre deosebire de Interventions for All: Phonological Awareness, K–2, care se concentrează pe activități de tip RTI pentru clasele primare, lucrarea lui Gail T. Gillon oferă o bază teoretică mai profundă și soluții pentru cazuri complexe, precum copiii cu deficiențe de limbaj vorbit sau dislexie. Registrul este unul profesional, adaptat specialiștilor, facilitând o înțelegere nuanțată a proceselor psiholingvistice implicate în educație.

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Specificații

ISBN-13: 9781462532889
ISBN-10: 1462532888
Pagini: 272
Dimensiuni: 152 x 229 x 20 mm
Greutate: 0.42 kg
Ediția:2nd edition
Editura: Guilford Publications
Colecția Guilford Press
Seria Challenges in Language and Literacy

Public țintă

Professional Practice & Development

De ce să citești această carte

Recomandăm această carte logopezilor, psihologilor școlari și cadrelor didactice care lucrează cu elevi cu dificultăți de învățare. Cititorul câștigă acces la strategii de intervenție validate științific și la studii de caz noi, esențiale pentru sprijinirea copiilor cu dislexie sau tulburări de limbaj. Este un instrument practic care transformă teoria lingvistică în pași concreți pentru îmbunătățirea abilităților de alfabetizare la elevi între 3 și 17 ani.

Despre autor

Gail T. Gillon, PhD, este o autoritate recunoscută la nivel internațional în domeniul tulburărilor de comunicare, activând ca profesor și cercetător la Universitatea din Canterbury, Noua Zeelandă. Cu o formare solidă în educație și terapie de limbaj, completată de un doctorat la Universitatea din Queensland, Australia, Dr. Gillon îmbină expertiza clinică cu rigoarea academică. Cercetările sale se concentrează pe legătura critică dintre conștientizarea fonologică și succesul în alfabetizare, fiind o voce influentă în dezvoltarea metodelor de sprijin pentru copiii cu nevoi educaționale speciale.

Descriere scurtă

Translating cutting-edge research into practical recommendations for assessment and instruction, this book has helped thousands of readers understand the key role of phonological awareness in the development of reading, writing, and spelling. It clearly shows how children's knowledge about the sound structure of spoken language contributes to literacy acquisition. Evidence-based strategies are described for enhancing all learners' phonological awareness and effectively supporting those who are struggling (ages 3–17). The book discusses ways to tailor instruction and intervention for a broad range of students, including English language learners (ELLs) and those with reading or language disorders.

New to This Edition:
*Incorporates over a decade of important advances in research, assessment, and instruction.
*Chapter on ELLs, plus additional insights on ELLs woven throughout the book, including new case studies.
*Chapter on spelling development.
*Significantly revised coverage of children with complex communication needs.

Cuprins

1. Phonological Awareness Defined
2. Theoretical Background
3. Phonological Awareness Development
4. Phonological Awareness Development in Speakers of Languages Other Than English, with Amir Sadeghi and John Everatt
5. The Importance of Phonological Processing Skills in Dyslexia, with John Everatt
6. Phonological Awareness Development in Children with Spoken Language Impairment, with Brigid McNeill
7. Phonological Awareness and Spelling Development, with Brigid McNeill
8. Phonological Awareness Assessment, with John Everatt and Amir Sadeghi
9. Phonological Awareness Intervention
10. Instructional Frameworks
11. Phonological Awareness in Children with Complex Communication Needs, with Sally Clendon
12. Concluding Remarks
Appendix. English Phonemes
References
Index

Notă biografică

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.

Recenzii

"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
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