Phonological Awareness Assessment and Instruction: A Sound Beginning

Pullen, Paige C.,Lane, Holly B.

ISBN 10: 0205392342 / ISBN 13: 9780205392346

Published by Pearson, 2003

About this Item

Connecting readers with great books since 1972! Used textbooks may not include companion materials such as access codes, etc. May have some wear or writing/highlighting. We ship orders daily and Customer Service is our top priority!

Seller Inventory # S_440501291

Bibliographic Details

• Title: Phonological Awareness Assessment and Instruction: A Sound Beginning
• Publisher: Pearson
• Publication Date: 2003
• Language: English
• ISBN 10: 0205392342
• ISBN 13: 9780205392346
• Binding: Paperback
• Condition: Good

About this title

Synopsis

@SUMMARY= Full of hands-on phonological awareness activities, Phonological Awareness Assessment and Instruction: A Sound Beginning gives you the tools to assess phonological awareness at the word, syllable, onset-rime, and phoneme levels. Corresponding activities are then designed to enhance the development of awareness at each of these levels. Including a concise explanation of phonological awareness and a summary of recent research, the book describes the relationship between phonological awareness and learning to read. You can implement these activities in classrooms from preschool through second grade and collect data to measure the progress of your children as they learn.

About the Author

@AUTHBIO= Holly B. Lane is an assistant professor in the Department of Special Education at the University of Florida in Gainesville. She currently directs a research project focusing on effective intervention for children unresponsive to typical classroom instruction. Her work focuses on investigating and developing effective intervention strategies for children with or at risk for reading disabilities. Lane was a classroom teacher in special education for nine years. @AUTHBIO= Paige C. Pullen is an assistant professor at the University of Virginia in Charlottesville, where she directs the teacher education program in Early Childhood and Developmental Risk. Her work focuses on effective intervention strategies for children with or at risk for reading disabilities. Pullen was also a classroom teacher in both general and special education for eleven years.