ABSTRACTThe 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. Qu...
