Volume 16, Issue 4 (1987)
Preventing Reading Disabilities by assessing and remediating Phonemic Skills
Virginia W. Berninger, Stanton P. Thalberg, Irma Debruyn, Roderick Smith
ABSTRACT: A large research literature is reviewed that shows a relationship between phonemic skills (analyzing spoken words into component sound classes and synthesizing components into whole words) and learning to decode written words. Several tests that can be used to assess phonemic skills are described. School psychologists should add at least one of these to their test batteries for evaluating children referred for reading problems. The role of the school psychologist in screening and monitoring kindergarten and first grade children for possible deficits in phonemic skills is discussed. An overview of resources available for remediating phonemic skills is provided for school psychologists to use in consultation with teachers.
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