Phonological Awareness Intervention for Children: From the Research Laboratory to the Clinic
By: Gillon, G. (2002, December 03). The ASHA Leader.
Rapidly reading words on a page is a process most of us take for granted. When we were youngsters, we progressed from speaking our native language to reading and writing with relative ease. Yet, for some individuals, school entry marks the beginning of a long struggle in learning to read during which the ability to efficiently decode or “sound out” words in print is never really mastered.
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