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Phonological Ability
Phonological ability is a skill set necessary for reading and spoken language. Specifically, the ability to hear, process, produce, and manipulate speech sounds (also called phonemes) contribute to a child’s ability to learn to decode words as well as produce age-appropriate speech sounds. This entry provides information about typical phonological ability as well as several suggestions for appropriate assessment and early intervention for children who are assessed as having delayed phonological ability.
Overview
Phonological ability can be explained broadly in two ways: receptive skills and expressive skills. Receptive phonological skills comprise phonological awareness, phonological working memory, and phonological retrieval. First, phonological awareness is the explicit knowledge of the speech sounds within the language. Rhyming is a common example of a phonological awareness task. The ability to rhyme ...
- Assessment
- Academics and Academic Assessment in Early Education
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- Peabody Picture Vocabulary Test
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- ZERO TO THREE
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- Approaches to Early Mathematics Instruction
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- Arts Integration
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- Child Observation Record
- Child-Initiated Play
- Children’s Literature
- Children’s Writing
- Close Observation of Children Leads to Powerful Curriculum: Sylvia Ashton-Warner
- Common Core State Standards
- Comprehension
- Constructivism
- Constructivist Curriculum
- Creative Curriculum, The
- Curriculum and Early Childhood Education
- Documentation
- Early Childhood Science Experiences
- Early Literacy Development
- Early Number Representation Development
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- Early Childhood Special Education
- Early Head Start
- Early Intervention
- Executive Functioning
- Healthy Environments for Social-Emotional Development
- Infant and Toddler Programming
- Infant Rooms
- Kindergarten Environments
- Learning Materials
- Literacy-Enhanced Props
- Looping
- Montessori Programs and Environments
- Multiage Spaces
- Outdoor Play Spaces
- Playground Structures
- Preschool Rooms
- Primary Grade Learning Spaces
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- Family Engagement in Curriculum
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- Family Literacy Movement
- Family Partnerships
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- Family Structure
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- Family Systems Theories
- Family-Centered Practices
- Fathers
- Fathers in Early Intervention
- Framework of Six Types of Involvement
- Funds of Knowledge
- Gender Roles
- Grandparent Roles
- Healthy Choices and Young Children
- Home Visitation With Mothers and Infants and Children
- Home Visits
- Homelessness
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- Mutual Regulation Model
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- Parents Who Are Lesbian, Gay, Bisexual, Transgender, or Queer
- Partnership Transitions
- Prenatal Mental Health
- Refugee Children
- Religion and Families
- Resilience in Adversity
- Sibling Relationships
- Siblings and Play
- Sleep
- Social Referencing
- Sociomoral Development
- Spiritual Development
- Stress and Resilience in Families
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- Violence in Families
- Wellness Model for Young Children and Families
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- Child-Initiated Play
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- Guided Play
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- Parent and Family Influences on Active Free Play
- Peers and Play
- Play and Early Childhood Education
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- Playground Structures
- Recess
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- Siblings and Play
- Social Play and Cognitive Development
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- Technology and Play
- Policy and Advocacy
- Accessibility
- Accountability in Early Care and Education
- Accreditation
- Affordability
- Alliance for Childhood
- Assessment, Limitations of
- At-Risk Families
- Authentic Assessment
- BUILD Initiative
- Center for Applied Research
- Child Abuse Prevention
- Child Care Assistance and Child Development
- Child Care Policy and Practice
- Child-Parent Centers
- Common Core State Standards
- Community–University Partnerships
- Crime, Early Childhood Education and
- Data-Based Child Advocacy
- Early Childhood Education
- Early Childhood Education Systems
- Early Childhood Research and Policy Linkages
- Early Childhood Special Education
- Early Childhood Teacher Education
- Early Intervention, Legal Basis for
- Effective Advocacy Practices
- Ethics in Early Childhood Education
- Family Health
- Family Strengths
- Grade Retention
- Highly Qualified Early Childhood Teachers
- High-Quality Early Education, Long-Term Benefits of
- HighScope Perry Preschool Study
- High-Stakes Standards-Based Accountability Reform
- History of Early Childhood Education Policy
- Individualized Family Service Plan and Individualized Education Program
- IPA/USA American Association for the Child’s Right to Play
- Maternal Work Status
- Men in Early Childhood Education
- National Association for the Education of Young Children
- National Association of Early Childhood Specialists in State Departments of Education
- National Head Start Association
- National Institute for Early Education Research
- Neonatal Health and Development
- Ounce of Prevention Fund
- Policy and Early Childhood Education
- Prevention Science and Early Education
- Quality
- Quality Rating and Improvement Systems
- Quality Through Collaboration: Oklahoma’s Quality Initiatives
- Recommended Early Intervention Practice Guidelines
- Regulatory Agencies
- School Readiness
- Smart Start (North Carolina)
- Standardized Assessment
- State Policy Making
- Teacher Preparation Policy and Practice
- Work and Families
- World Bank
- The Profession of Early Childhood Education
- Accountability in Early Care and Education
- Business Partnerships
- Child Development and Early Childhood Education
- Classroom Processes
- Clinical Experiences
- Coaching
- Community Partnerships
- Conceptual Framework for Teacher Preparation Programs
- Content Knowledge
- Cooperating Teachers
- Curriculum and Early Childhood Education
- Data-Based Child Advocacy
- Defining Early Childhood Education
- Developmentally Appropriate Practice
- Diversity in Early Childhood Education
- Early Childhood Education
- Early Childhood Education Systems
- Early Childhood Research and Policy Linkages
- Early Childhood Teacher Education
- Effective Advocacy Practices
- Equity and Equality in Early Childhood
- Ethics in Early Childhood Education
- Family Life Education
- Field Experiences
- Highly Qualified Early Childhood Teachers
- High-Quality Early Education, Long-Term Benefits of
- History of Early Childhood Education in the United States
- Identifying as an Early Childhood Professional
- Immigrant Families and Early Childhood Education
- Intentional Teaching
- Internships
- Interpreting Assessment Data
- Kindergarten Environments
- Leadership in Early Childhood Education
- Master Teachers
- Measuring Effectiveness
- Men in Early Childhood Education
- Mental Health Services
- Mentors
- Models
- Moral Dimensions of Teaching
- Multiple Methods of Assessment
- Neuroscience and Early Education
- Noncurricular Play
- Objectivity and Subjectivity in Assessment
- Observational Assessment
- Paraprofessionals
- Parenting Support and Education
- Pedagogical Knowledge
- Personnel Preparation for Early Intervention
- Planning
- Play and Early Childhood Education
- Play, Definition of
- Policy and Early Childhood Education
- Postmodernism
- Preparing Early Childhood Teachers to Implement Digital Media
- Preschool Administration
- Preservice Teacher Preparation
- Prevention Science and Early Education
- Principals, Role of
- Professional Development for Diversity
- Professional Dispositions of Early Childhood Educators
- Professionalism
- Quality Rating and Improvement Systems
- Reflective Practice
- Regulatory Agencies
- Reliability and Validity in Child Assessment
- Standards
- State Policy Making
- Student Teaching and Internships, Issues in
- Teacher Beliefs
- Teacher Materials for Documentation
- Teacher Performance Assessment
- Teacher Preparation Policy and Practice
- Teaching Teams
- Technology in Early Childhood Education
- Theory to Practice in Early Childhood Education and Care
- Transdisciplinary Collaboration
- Transforming the Workforce
- Workforce Development
- Teaching and Learning
- Abecedarian Project
- Academics and Academic Assessment in Early Education
- Accommodations and Adaptations
- Accommodations for Assessment
- Acquisition of Reading and Writing
- Approaches to Early Mathematics Instruction
- Approaches to Learning
- Art
- Arts Integration
- Assistive Technology in Early Intervention
- Attention-Deficit/Hyperactivity Disorder
- Autism Spectrum Disorder
- Autonomy
- Bank Street
- Behavior Disorders
- Bias
- Black Boys, Early Childhood Education and
- Brain Development
- Caring
- Center-Based Care
- Challenging and Supportive Climates
- Challenging Behavior
- Child-Initiated Learning
- Classroom Assessment Scoring System
- Classroom Processes
- Clinical Experiences
- Coaching
- Conceptual Framework for Teacher Preparation Programs
- Conflict Management
- Content Knowledge
- Convergent and Divergent Thinking
- Cooperating Teachers
- Cooperative Learning
- Creative Curriculum, The
- Creativity
- Cultural Competence
- Curiosity
- Determinants of Child Development
- Developmentally Appropriate Practice
- Differentiated Instruction and Assessment
- Differentiation
- Direct Instruction
- Dual Language Learners
- Dual Language Learners, Strategies for
- Early Childhood Science Experiences
- Emergent Curriculum
- Engaging Conversation
- Field Experiences
- Friendships
- Gifted Education
- Grade Retention
- Grief and Loss, Young Children’s Understanding of
- Guided Play
- Guiding Behavior
- History of Early Childhood Education in the United States
- Home-Based Early Intervention Practices
- Identifying as an Early Childhood Professional
- Imagination
- Initiative and Industry
- Inquiry
- Inquiry-Based Learning
- Integrated Approaches
- Integrated Curriculum
- Intentional Teaching
- Interdisciplinary Models
- Joyful Learning
- Kindergarten
- Language Development
- Learning Materials
- Literacy
- Looping
- Measuring Effectiveness
- Mindfulness
- Moral Development
- Moral Dimensions of Teaching
- Motivation
- Multiage Education
- Multiage Spaces
- Music
- National Early Literacy Panel
- Oral Language Development
- Paraprofessionals
- Pedagogical Knowledge
- Phonological Ability
- Planning
- Play and Early Writing
- Prekindergarten
- Prekindergarten Program Evaluation
- Preschool
- Preschool Rooms
- Pretense
- Primary Grade Learning Spaces
- Primary Grades
- Professional Dispositions of Early Childhood Educators
- Program Formats and Schedules
- Project Approach
- Prosocial Behavior
- Quality
- Read-Alouds
- Reflective Practice
- Relationship Building
- School of the 21st Century (21C)
- Science
- Self-Regulation
- Sensory Development
- Setting Influences on Child Development
- Shyness in Young Children
- Social Skills and School Success
- Social Studies Topics
- Sociocultural Theory
- Spatial Development
- Strengths-Based Education and Practices
- Teacher Beliefs
- Teacher Roles in Inquiry
- Teacher-Directed Learning
- Teaching Teams
- Temperament and Development
- Theater
- Thinking
- Toddler Rooms
- Typical Development
- Warm and Responsive Interactions
- Work Sampling System, The
- Theories and Models
- Anti-Bias Education Theory
- Behavioral Theory
- Bioecological Theory
- Close Observation of Children Leads to Powerful Curriculum: Sylvia Ashton-Warner
- Cognitive Developmental Theory
- Constructivism
- Constructivist Curriculum
- Critical Theory
- Family Engagement Models
- Family Systems Theories
- HighScope
- Language Development, Theories of
- Maturational Theory
- Models
- Multiple Intelligences
- Parents as Teachers
- Postmodernism
- Psychosexual Theory
- Psychosocial Theory
- Reggio Emilia Approach
- Reggio Emilia Approach, Role of the Arts in
- School of the 21st Century (21C)
- Smart Start (North Carolina)
- Sociocultural Theory
- Stage Theories
- Theory of Mind
- Theory to Practice in Early Childhood Education and Care
- Tools of the Mind
- Waldorf Education
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