Disclosures

A Review of Phonological ✔ Financial: Founder of SLP Now

Awareness for SLPs ✔ Receive compensation for this

presentation from SpeechTherapyPD.com

TOPICS

Phonological Awareness
1

1 2 3 4
Introduction
INTRODUCTION ASSESSMENT + TREATMENT PUTTING IT
GOALS ALL TOGETHER
 Our Experiences
→ Preschool
→ Elementary
→ Junior High

PART ONE PART TWO PART THREE PART FOUR WRAP UP PART ONE PART TWO PART THREE PART FOUR WRAP UP

What is PA? → Syllable awareness

→ Rhyme awareness and production
→ Ability to identify and manipulate units of oral language → Alliteration
○ Words → Onset-rime segmentation
○ Syllables → Initial and final sound segmentation
○ Onset → Blending sounds into words
○ Rimes
→ Segmenting words into sounds
Phonemic awareness is the ability to manipulate sounds in words. → Deleting and manipulating sounds

PART ONE PART TWO PART THREE PART FOUR WRAP UP PART ONE PART TWO PART THREE PART FOUR WRAP UP
 Who Can Benefit?

PART ONE PART TWO PART THREE PART FOUR WRAP UP PART ONE PART TWO PART THREE PART FOUR WRAP UP

PART ONE PART TWO PART THREE PART FOUR WRAP UP PART ONE PART TWO PART THREE PART FOUR WRAP UP
PART ONE PART TWO PART THREE PART FOUR WRAP UP PART ONE PART TWO PART THREE PART FOUR WRAP UP

PART ONE PART TWO PART THREE PART FOUR WRAP UP PART ONE PART TWO PART THREE PART FOUR WRAP UP
 Phonological Patterns
+
Phonological Awareness

PART ONE PART TWO PART THREE PART FOUR WRAP UP PART ONE PART TWO PART THREE PART FOUR WRAP UP

Assessment Options
2
→ thepasttest.com

Assessment + Goals → Checklist and decision tree (Cabbage et al., 2018)

→ Assessment completed by teachers, psychologists, etc.
○ DIBELS, CTOPP
→ RTI data
→ Informal assessments

PART ONE PART TWO PART THREE PART FOUR WRAP UP

 Sample Goals
3
→ When given a CVC word and asked to identify which position a particular sound (initial.

Treatment
medial, final) in the word is in (e.g., “Say the word tap. What is the medial sound in tap?”),
STUDENT will identify the sound being requested for each prompt with 80% accuracy in 2
out of 2 trials as measured by teacher made assessment.
→ When given the onset and rime (/b/ + /at/ , /h/+/ot/) for 10 different 3-letter short vowel
words (CVC words), STUDENT will blend those sounds (onset and rimes) in to words with
100% accuracy in 2 out of 2 trials as measured by teacher made assessment.
→ When given 3 phonemes as a prompt (example: /c/ /a/ /t/ or /p/ /i/ /g/), STUDENT will
orally blend those phonemes into words with 80% accuracy in 2 out of 2 consecutive trials
as measured by teacher made assessments.

PART ONE PART TWO PART THREE PART FOUR WRAP UP

Strategies
4
→ Don’t reinvent the wheel!
→ Pull from existing materials.
→ Use speech sound targets for practice. Putting It All Together

PART ONE PART TWO PART THREE PART FOUR WRAP UP

THAT’S A WRAP!

Q&A