“Individual Student Differences in Phonological Awareness in Kindergarten” 2000 ASHA Presentation

Phonological awareness involves the ability to reflect on and manipulate sounds without regard to meaning. Swank and Catts (1994) believe that speech-language pathologists (SLPs) should be involved in training. van Kleeck, Gilliam, and McFadden (1998) found an SLP teach method to be effective in teaching phonological awareness skills Warrick, Rubin, and Rowe-Walsh (1993) found apparent gains after phonological awareness training for kindergarten children with language-delays. Methods of Study