This module is comprised of four sessions
11.3 Phonological Proficiency Intervention Continuum
Learning Intentions
After viewing this module session participants will be able to:- Describe the phonological proficiency intervention continuum
- Explain why the degree of phonology incorporated into intervention
affects outcomes for word-level reading
View
Watch the session below.
*Please see the Transcripts resource folder located in Module 0 for a text copy of the transcript from this video.
Summary
- Alphabetic
writing involves phoneme-based characters
- The
well-established theories of orthographic learning highlight the centrality of
phonemic processing for word memory
- There
is a wide range of standard score point outcomes in word-reading intervention
research
- There
appears to be a direct relationship between phonemic training and outcomes
- The more advanced the phonemic training, the better the reading outcome
Reflect & Connect
Do what degree have you incorporated phonemic training into remedial reading lessons? How may your practice change based upon this session?