Abstract
In this chapter, we call attention to vocabulary’s role in the development of students’ phonological awareness skills. First, we will consider how oral language and phonological development are related to each other, as a part of Lexical Restructuring Theory. Then, we present classroom-based research, which examines beginning readers’ phono-semantic errors, highlighting the significance of both the phonological and semantic properties of words. Further, we consider how educators can use this knowledge to improve instruction for students.
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Strom, C.H., Neuman, S.B. (2016). Seizing the Sounds: Considering Phonological Awareness in the Context of Vocabulary Instruction. In: Schiff, R., Joshi, R. (eds) Interventions in Learning Disabilities. Literacy Studies, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-31235-4_7
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DOI: https://doi.org/10.1007/978-3-319-31235-4_7
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