The Phonology Factor: Creating Balance With Beginning Readers

The authors show how teachers can help all children become proficient readers and writers by integrating critical phonological awareness skills into a language arts curriculum that focuses on rich, meaningful literary experiences.

NADINE PEDRON, associate professor at the School of Education at St. Mary's College of California, combines experience in classroom teaching, special education and early literacy intervention. As Director of the Literacy Learning Center, she has been responsible for developing and implementing early literacy curriculum, professional development programs for teachers, and literacy reform initiatives in various school districts, as well as conducting research into effective tutoring models for older readers.SUSAN BROWN holds a Master's degree in reading and language arts with a research emphasis on phonological awareness. She has taught beginning readers and also teaches reading and writing to adults, including English-language learners. She is currently completing a reading specialist's credential at California State University at Fullerton.