The lack of culturally appropriate norms for assessing the speech and language status of children has been an ongoing issue. At present, there are no normative data against which to assess the phonological skills of children. The purpose of the present study was to assess the effectiveness of phonological awareness (PA) training with typically developing preschool children in a classroom setting. The study used sample of 50 preschool children through the guidance of their teachers. Questionnaires were used together data for the study.

The findings indicated that informal articulation or phonological assessments were widely used. Only a minority of the respondents used standardized articulation or phonological assessments. The majority of the respondents felt that the lack of locally developed standardized tests and the utilization of informal assessments of articulation and phonology in their clinics did not provide accurate diagnoses or intervention plans. They felt that there was a need for collecting phonological developmental data and creating articulation and phonology assessments for children.

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DECLARATION       i

ABSTRACT   ii

ACKNOWLEDGEMENT     iii

DEDICATION           iv

LIST OF TABLES     ix

CHAPTER

1: INTRODUCTION  

Background to the study       

Statement of the problem       

Research objectives

Research questions      

Significance of the study        

Organization of the study      

CHAPTER 2: REVIEW OF RELATED LITERATURE         

Introduction   

Phonological sound

Pholonogical awareness

Developing phonological awareness

Alphabetical knowledge

Development of alphabetical knowledge

The contribution of phonological awareness and alphabetical accuracy

Development of phonological awareness skills

Phonological awareness instructions

Activities that heightens phonological awareness

Studies on phonological awareness training

CHAPTER 3: METHODOLOGY 

Introduction   

Study design  

Population      

Sample and sampling procedure        

Instruments    

Primary and secondary data  

Validity and reliability           

CHAPTER 4: RESULTS AND DISCUSSION   

Introduction   

Quantitative measures

Phonological accuracy

Phonological patterns

Age and gender

Phonological acquisition

Socio economical background

Implications

CHAPTER 5: SUMMARY, CONCLUSION & RECOMMENDATION        

Introduction   

Limitation and future directions        

Recommendations     

REFERENCES         

APPENDICES