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Phonological Awareness for Literacy


The Phonological Awareness for Literacy (PAL) Program (Burrows, Allison, Barnett, and Savina, 2007) is a commercial literacy therapy program for use by speech therapists designed to improve phonological awareness skills required for literacy in children aged 8 – 12. It aims to create/strengthen awareness of the relationship between phonological awareness skills to reading and writing.

Adapted from Auditory Discrimination in Depth (Lindamood & Lindamood, 1975), which is now known as the Lindamood Phoneme Sequencing (LiPS) Program.

The PAL introduces identification, segmentation, blending and manipulation of speech sounds in syllables. It does not encourage reading using the whole-word approach instead teaching children to break written words up into individual graphemes and matching letters with their corresponding phonemes before reassembling the phonemes back into words to read.

Developing an awareness of linguistic terms: Checks child's understanding of literacy terminology used and teaches the child how to talk about language (metalinguistic skills).

Sound–symbol association: Determines child's knowledge of how letters and sounds correspond, and that can be several representations of each sound.

Block representation of Consonant or vowel sequences: This component facilitates the child's ability to segment words into individual phonemes through developing auditory analysis skills. A single block represents an individual sound, and a row of blocks represent a string of sounds; so that the number of blocks directly correlates to the number of sounds in the sequence.

Block representation of syllables: Once the child understands that syllables consist of sounds, they then have to count the number of sounds, the order and distinguish between phonetic features. N.B. all block representation tasks deal only with non-words; this is to prevent the child from using pre-learned spelling patterns to respond to the tasks.

Reading and spelling non-words: This builds on previously learnt skills by using block representation to read and spell non-words. The child is encouraged to employ metalinguistic knowledge to describe changes.

Reading and spelling real words: Children learn to transfer the aforementioned foundation skills to simple/regular real words, which do not require specific spelling rules.

simple words

complex words


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