The lack of culturally appropriate norms for assessing the speech and language status of children has been an ongoing issue. At present, there are no normative data against which to assess the phonological skills of children. The purpose of the present study was to assess the effectiveness of phonological awareness (PA) training with typically developing preschool children in a classroom setting. The study used sample of 50 preschool children through the guidance of their teachers. Questionnaires were used together data for the study.
The findings indicated that informal articulation or phonological assessments were widely used. Only a minority of the respondents used standardized articulation or phonological assessments. The majority of the respondents felt that the lack of locally developed standardized tests and the utilization of informal assessments of articulation and phonology in their clinics did not provide accurate diagnoses or intervention plans. They felt that there was a need for collecting phonological developmental data and creating articulation and phonology assessments for children.
TABLE OF CONTENTS
Page
DECLARATION i
ABSTRACT ii
ACKNOWLEDGEMENT iii
DEDICATION iv
LIST OF TABLES ix
CHAPTER
1: INTRODUCTION
Background to the study
Statement of the problem
Research objectives
Research questions
Significance of the study
Organization of the study
CHAPTER 2: REVIEW OF RELATED LITERATURE
Introduction
Phonological sound
Pholonogical awareness
Developing phonological awareness
Alphabetical knowledge
Development of alphabetical knowledge
The contribution of phonological awareness and alphabetical accuracy
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Abstract The project examined some aspects of the phonology of Ì̩zón. We started by presenting a brief history of the language. Thereafter, we reviewed some previous studies on phonetics and phonology. We then proceeded to listing and describing the consonants and vowels sound found in the language based on... Continue Reading
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