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The phonological awareness refers to the ability to recognize that speech is made up of sentences that can be broken down into words, syllables, intrasyllabic units, and phonemes and is the ability to talk about, reflect upon, and manipulate these components. Phonological awareness ability has naturally been associated with the ability to read and spell. Therefore, the American Speech-Language-Hearing Association(ASHA) asserted that speech-language pathologist should take an important role in promoting literacy for these children. Nevertheless, we lack a standardized assessment test of phonological awareness. The purpose of this study was to propose an evaluation and assessment model for phonological awareness. We primarily analyzed the task of phonological awareness, number of tasks, number of items each task and children response acts followed direction, and subsequently investigated other factors that might be associated with phonological awareness. The conclusion of this study were as follows. First, the common tasks of phonological awareness were discrimination, segmentation, deletion and blending in syllable, rhyme and phoneme level. Particularly, in Korea, tasks examined initial consonants, middle vowel, and final consonants discrimination. Common tasks employed 4～10 tasks and production response. More items were included at phoneme level tasks than at syllable level. Second, additional tasks examined phonological recoding, retrieval of phonological code, letter knowledge, reading and writing. |
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