Purpose The merits of collaboration between teachers and speech-language pathologists have been extensively highlighted in literature on multitiered educational frameworks. Studies also illustrate the link between articulation, phonemic awareness, and, ultimately, reading skills. This article describes the impact of an intervention targeting articulation and phonemic awareness provided collaboratively to preschool children to enhance emergent literacy skills with the long-term goal of preventing later reading difficulties. Method This pilot study involved a bidirectional collaboration between a speech-language pathologist and a teacher by providing articulatory placement strategies to link accurate speech production with early phonemic awareness activities in the context of a private early childhood center. Seventeen children (N = 17) participated in the study, with ages ranging from 55 to 65 months. Results The results indicated significant differences in phonemic segmentation as well as reading phonemically spelled words and nonwords when comparing the baseline to the collaboratively based articulatory placement plus phonemic awareness intervention. Significant differences were also seen when comparing the traditional literacy program to the collaboratively based articulatory placement plus phonemic awareness intervention. Conclusions The results suggest there may be a benefit to using articulatory placement strategies with phonemic awareness activities directly in the preschool classroom in collaboration with teachers. This pilot study adds to the literature by transferring principles demonstrated as effective for individual children in the research laboratory to application with a whole class in an authentic setting.

中文翻译：

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将发音安置策略与音素意识教学相结合，以支持学龄前儿童的新兴读写能力：一种协作方法。

目的在多层教育框架的文献中，教师和言语病理学家之间合作的优点已得到广泛强调。研究还说明了发音，音素意识以及最终的阅读技能之间的联系。本文介绍了针对学龄前儿童共同提供的针对发音和音素意识的干预措施的效果，旨在提高新兴的识字能力，其长期目标是防止以后的阅读困难。方法该试点研究通过提供发音放置策略，将准确的语音产生与私人幼儿中心的早期音素意识活动联系起来，从而在语言病理学家和老师之间进行了双向协作。十七名儿童（N = 17）参加了研究，年龄从55到65个月不等。结果结果表明，在将基线与基于协作的发音位置加上音素意识干预进行比较时，音素分割以及阅读音标和非音素方面存在显着差异。将传统的扫盲计划与基于协作的发音放置加上音素意识干预进行比较时，也发现了显着差异。结论结果表明，与教师合作，直接在学龄前教室中将发音清楚的发音活动与发音连接策略结合使用可能会有所裨益。