Cycles Approach
Phonological Awareness
Phonological Awareness Intervention is an early emergent-literacy approach. It is a linguistic approach that is geared toward increasing the child's understanding of word-sound structure. Although there were various research recommendations, ASHA suggests targeting multiple phonemes-awareness tasks with various targets. Some articulation tasks and letter-sound knowledge tasks may be useful as well.
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Rhyming, phoneme manipulation and phoneme identification are all important parts of this approach. The length of this intervention also varies, some suggest as little as 5-10 hours will have significant effects. Recommendations include a total of 20 hours for this approach to have more carry over outside of the therapy room. This intervention can be implemented in multiple settings, and in addition to the SLP, a parent and/or teacher can be useful agents.
The child should be gaining knowledge of their performance throughout this approach. In this intervention, the goal is for this knowledge to generalize to spontaneous speech and conversation. The clinician can hold therapy in structured tasks and in a more naturalistic setting. Cueing and prompting is client dependent and a variety of modes can be used (gesture, visual, tactile, auditory, etc.,).
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Resources:
https://leader.pubs.asha.org/doi/full/10.1044/leader.FTR2.07222002.4
Gillon, G, T., (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. University of Canterbury, 31, 126-141.