Phonological Awareness: From Research to Practice

By G. Gillon. 2003

533 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5840dcff4cd61a1cf3d881c6d7174c330e2e2b55

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Citations in the corpus

Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers (2011, background): “Phonological awareness refers to sensitivity to the sound units of language, such as syllables, rhymes and phonemes, and the ability to manipulate these units (Gillon, 2004).”
Are specific language impairment and dyslexia distinct disorders? (2005, background): “Research has shown that a phonological processing deficit underlies word-reading difficulties in many children with dyslexia (Fletcher et al., 1994; Gillon, 2004).”
Oral Language and Reading in Bilingual Children (2006, methodology): “We did not expect a substantial relationship between the oral language task and word reading, as isolated word reading skills are less dependent on oral language proﬁciency than are higher order reading skills such as those measured by the Passage Comprehension tasks (Gillon, 2004).”
Enhancing Phonological Awareness and Letter Knowledge in Preschool Children with Down Syndrome (2006, background): “Gillon (2004) described three levels of phonological awareness; the syllable level (e.g., the word table can be segmented to ta-ble), the onset-rime level (e.g., the word cat can be segmented to c-at), and the phoneme level (e.g., the word dog can be segmented to d-o-g).”
The cognitive foundations of learning to read: a framework for preventing and remediating reading difficulties (2019, background): “shown to be effective, especially those that combine phonemic awareness training with letter-sound training (Blachman, 2000; Gillon, 2018).”
Phonological Awareness and Word Recognition in Reading by Children With Autism (2010, background): “Both of these tasks are considered to reflect measures of phoneme awareness in that the child must isolate the separate sounds within words to either delete a phoneme or blend individual phonemes into a word (Gillon, 2004).”
Language Impairment, Parent—Child Shared Reading, and Phonological Awareness (2005, background): “, onset rime distinctions) to the phonemic-level skills needed for phoneme blending and phoneme segmentation (Gillon, 2004).”
Back in time: Reversed speech as a window into cognitive language processing—A systematic review (2026, unknown): “Defined as the degree of sensitivity to the sound structure of oral language (Anthony & Francis, 2005), phonological awareness is also a crucial predictor of developing reading and writing skills (i.e., for the acquisition of orthographic competence; Castles & Coltheart, 2004; Gillon, 2004).”