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Phonemic Awareness

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Nicole Sepulveda

on 7 April 2014

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Transcript of Phonemic Awareness

The Importance of Phonemic Awareness
Phonemic Awareness Strategies
Phonemic Awareness
What is Phonemic Awareness?
Blending Bowl Online Activity
By: Daniela Armendariz, Aggie Galindo, Valerie Hill, Sharayah Lovich, Lulani Martinez, and Nicole Sepulveda
"Phonemic Awareness refers to the ability to focus on and manipulate phonemes in spoken words." (Shanahan, 2006, p. 6)
The difference between Phonemic Awareness and Phonics.
Phonemic Awareness Skills
• Phoneme isolation
• Phoneme identity
• Phoneme categorization
• Phoneme blending
• Phoneme segmentation
• Phoneme deletion
• Phoneme addition
• Phoneme substitution
Uses of Phonemic Awareness
Conscious Awareness
The Ability to Manipulate Units

Blending bowl. (2013). Retrieved from http://pbskids.org/lions/games/blending.html
Carnine, D. W. Silbert, J. Kame’enui, E. J. Tarver, S. G. (2010). Direct instruction reading. Boston, MA: Pearson.
Dickson, S. (1998). Sing, Spell, Read & Write – A Total Language Arts Curriculum. NJ: Pearson Learning.
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36(3), 250-287. doi: 10.1598/RRQ.36.3.2
Herrera, S. G. Perez, D. R. Escamilla, K. (2010). Teaching reading to english language learners:
Differentiated literacies. Boston, MA: Pearson.
Nine, A. (2008). Johnny Can Spell! OR: Northwest Instructional ‘N Educational Enterprises, Inc.
Scraper, K., & Moore, J.E. (2004). Basic Phonics Skills, Level B. CA: Evan-Moor Corp.
Shanahan, T. (2006). The national reading panel report: Practical advice for teachers. (p. 6). Naperville, IL: Learning Point Associates.

Commercial Reading Program
Extra Activities
Small-Group Instruction
Students benefit more from phonemic awareness instruction
Students showed enhanced social motivation to achieve learning goals
One or Two Skills at a time rather than Multiple Skills
Students had better reading and spelling outcomes
Letter vs. Non Letter-Instruction
Students do not acquire stronger phonemic awareness skills with letters but it does have a greater impact on student's reading and spelling skills
Phonemic awareness instruction does not need to be long to show great effects in acquiring reading and spelling skills
Activities, games and songs rather than monotonous drilling
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