This book consists of nine chapters written by internationally known and respected research workers. Lennart Levi presents a psychosocial framework for understanding sickness and health in the workplace. James Campbell Quick, Debra Nelson and Jonathan Quick give an account of their research with executives in industry and the US Air Force. Tores Theorell focusses his research on the increasing demands on workers and the reducing control they have over their working lives. Johannes Siegrist is also concerned with imbalance - in this case between effort and reward at work. Susan Cartwright and Sheila Penchal report on the effects of the increase of mergers and acquisitions in the 1990's. Howard Khan's focus is the stress of working for clearing banks, merchant banks and foreign owned banks in London and New York. Sandra Fielden and Lyn Davidson present evidence of the sources of stress of women in managerial positions. Cheryl Traver's analysis of the rising costs of teacher stress is very relevant for policy makers and mangers. Michiel Kompier and Tage Kristensen make recommendations for planning and implementing stress management strategies in the workplace.

Jack Dunham is the author of Stress in the Workplace: Past, Present and Future, published by Wiley.

Acknowledgements

viii

Foreword

ix

Preface

xi

Introduction and guide to the programme

1

(1)

Phonological awareness and learning to read

1

(1)

Cumbria-York Study

1

(4)

The Reading with Phonology programme

5

(3)

Teacher training and children taught since 1994

8

(2)

Phonological training activities

10

(3)

Phonological linkage activities

13

(1)

Grading childrens' early reading books

13

(24)

Test of phonological awareness

21

(16)

Identification of words as units within sentences

37

(6)

Introduction to the concepts of `beginning', `middle' and `end'

38

(1)

Comprehension of the concepts of `beginning', `middle' and `end' in sentences

38

(1)

Transferring the concepts of `beginning', `middle' and `end' to an aural activity

39

(1)

Production of initial, final and medial words in sentences of two to four words

40

(1)

Matching counters to words in sentences of two to five words

41

(2)

Identification and manipulation of syllables

43

(8)

Introduction to syllabic rhythm in poems (Act. 1--2)

44

(2)

Syllable blending (two to four syllables)

46

(1)

Introduction to syllable segmentation

46

(2)

Segmentation of words into syllables (two to four)

48

(1)

Syllable counting in words of two to four syllables

49

(1)

Syllable deletion

49

(2)

Phoneme blending

51

(8)

Production of words from two to four sounds

52

(1)

Production of words from two sounds

53

(1)

Production of words from three sounds

53

(1)

Production of words from four sounds

54

(1)

Production of words from five sounds

55

(1)

Sound linkage: Blending of two sounds

55

(1)

Blending of three sounds

56

(3)

Identification and Supply of rhyming words

59

(8)

Introduction to rhyme

60

(1)

Discrimination of pairs of rhyming and non-rhyming words

61

(1)

Supplying rhymes (Act. 3--5)

61

(4)

Rhyme Supply (Riddles)

65

(1)

Discrimination of one of three words that rhymes with a target word

66

(1)

Identification and discrimination of phonemes

67

(20)

Introduction to `saying a word slowly'

68

(1)

Picture sound association (initial sounds of words)

68

(1)

Word pair discrimination

69

(1)

Identification of initial, final and medial sounds in words (Act. 4--6)

70

(6)

Discrimination of two of three words with the same initial, final or medial sound (Act. 7--10)

76

(3)

Discrimination of word pairs with the same initial, final or medial sound (Act. 11--13)

79

(2)

Discrimination of one of three words with the same initial sound as a target word

81

(1)

Discrimination of one of four words with a different initial sound

82

(1)

Discrimination on one of three words with the same final sound as a target word

83

(1)

Discrimination of one of four words with a different final sound

84

(3)

Phoneme segmentation

87

(12)

Production of the initial, final or medial sound of target words (Act. 1-3)

88

(2)

Introduction to the concept of breaking up a word into sounds

90

(1)

Introduction to segmenting a word while pushing counters into boxes

91

(1)

Phoneme counting with two to four counters (Act. 6-7)

92

(2)

Segmenting words into sounds

94

(1)

Sound linkage: Discrimination of two of three words with the same initial, final or medial `sound' (Act. 9--11)

94

(5)

Phoneme deletion

99

(14)

Introduction to the concepts of `missing from' and `without'

100

(1)

Introduction to the concepts of `taken away' and `left' in relation to sounds in words

101

(2)

Specification of initial, final or medial sounds deleted from words (Act. 3--5)

103

(2)

Deletion of the initial, final or medial sound of a word to produce another word (Act. 6--9)

105

(3)

Sound linkage: Discrimination of a word produced by deleting the initial or final sound from a stimulus word (Act. 10--11)

108

(5)

Phoneme substitution

113

(10)

Introduction to the concept of changing the beginning item of a sequence

114

(1)

Revision of the concept of `first sound in a word'

114

(1)

Changing the initial sound of a word

115

(1)

Phoneme substitution initial, final or medial sounds (Act. 4--6)

116

(2)

Sound linkage: Substitution of initial, final or medial letters/phonemes in words (Act. 7--9)

118

(5)

Phoneme transposition

123

(10)

Defining the concept of backwards (Act. 1--3)

124

(2)

Reversing the sequence of sounds in a word

126

(1)

Introduction to Spoonerisms

126

(1)

Spoonerisms

127

(1)

Sound linkage: Reversing the sequence of sounds in a word

128

(2)

Sound linkage: Spoonerisms

130

(3)

Phonological linkage activities

133

(4)

Establishing a link between sounds and the written from of words

134

(1)

Using letters as clues in text reading

135

(1)

Multisyllabic words and words with suffixes and prefixes

136

(1)

Playing with words

136

(1)

Appendix 1: Additional activities

137

(6)

Identification and manipulation of syllables

137

(1)

Phoneme blending

137

(1)

Identification and supply of rhyming words

138

(1)

Identification and discrimination of phonemes

138

(1)

Phoneme segmentation

139

(1)

Phoneme deletion

140

(1)

Phoneme substitution

141

(1)

Phoneme transposition

141

(2)

Appendix 2: Table of percentages [(score/possible score) x 100]

143

(32)

Sound Linkage Training Programme: record sheets

Test of phonological awareness

144

(1)

Identification of words as units within sentences (Act. 2--5)

145

(2)

Identification and manipulation of syllables (Act. 3--7)

147

(2)

Phoneme blending (Act. 1--7)

149

(3)

Identification and supply of rhyming words (Act. 2--7)

152

(2)

Identification and discrimination of phonemes (Act. 3--17)

154

(8)

Phoneme segmentation (Act. 1--11)

162

(4)

Phoneme deletion (Act. 1--11)

166

(4)

Phoneme substitution (Act. 2--9)

170

(3)

Phoneme transposition (Act. 2--8)

173

(2)

References and bibliography

175

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