Sounds and Stories Teaching Phonemic Awareness in Interactions Around Text Clinical Focus
Clinical Focus  |   May 01, 1998
Sounds and Stories
 
Author Affiliations & Notes
  • Teresa Ukrainetz McFadden
    University of Wyoming, Laramie
  • Contact author: Teresa Ukrainetz McFadden, PhD, Department of Speech-Language Pathology and Audiology, P.O. Box 3311, University of Wyoming, Laramie, WY 82071-3311 Email: tumcf@uwyo.edu
Article Information
Development / Speech, Voice & Prosody / Clinical Focus
Clinical Focus   |   May 01, 1998
Sounds and Stories
American Journal of Speech-Language Pathology, May 1998, Vol. 7, 5-13. doi:10.1044/1058-0360.0702.05
History: Received July 25, 1997 , Accepted December 10, 1997
 
American Journal of Speech-Language Pathology, May 1998, Vol. 7, 5-13. doi:10.1044/1058-0360.0702.05
History: Received July 25, 1997; Accepted December 10, 1997

Phonemic awareness instruction is an important part of child language intervention. Activities and procedures have generally been adopted directly from experimental studies. Although effective, these methods may strike a discordant note with more holistically-oriented speech-language pathologists. This article describes an alternative approach involving teaching phonemic awareness within meaningful text experiences. By teaching phonological awareness within its contexts of use, the emergent nature of literacy acquisition and the reciprocal relationship between phonological awareness and literacy are recognized and capitalized upon. Phonemic awareness instruction then becomes part of the greater whole of meaningful, contextualized language and literacy intervention.

Author Note
I thank graduate students Adair Trujillo and Kendra Stevens, whose theme-based phonological awareness unit sparked the possibility of doing things differently. I also thank Marc Fey and Lynne Hewitt for helpful comments on an earlier version of this manuscript.
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