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Phonological Awareness Intervention: Beyond the Basics

Donna Boudreau
Portland State University, Portland, OR

Contact author: Melanie Schuele, Vanderbilt University Medical Center, Department of Hearing and Speech Sciences, 1215 21st Avenue South, Room 8310, Medical Center East, South Tower, Nashville, TN 37232-8242. E-mail: melanie.schuele{at}vanderbilt.edu.

Purpose: The purpose of this article is to advance practitioners' knowledge base of best practices in phonological awareness intervention to facilitate the implementation of evidence- or research-based practices in everyday clinical practice. Although most speech-language pathologists (SLPs) have a basic knowledge of phonological awareness, this article provides additional information on the variables to consider in the design and implementation of phonological awareness intervention; access to this information has a clear impact on practitioners' efforts to move research to practice.

Method: We reviewed the relevant literature on the nature and development of phonological awareness and phonological awareness intervention to identify evidence-based intervention practices. We draw on clinical experience to supplement the research literature, particularly where the research literature provides limited direction.

Implications: SLPs have a unique contribution to make in school-based teams' efforts to facilitate literacy development in children, particularly children who are at risk for reading disability. Research provides much information to guide clinicians in the design and implementation of phonological awareness intervention.

KEY WORDS: phonological awareness, phonemic awareness, intervention, early literacy, speech-language pathologist

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