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Phonological and Phonemic Awareness
18
Phonological and
Phonemic Awareness
Donald Angelechio, Nancy Healy, Dorisha Hinson, Heather Phillips, Nora Stanley
Mary Christopher
University of Phoenix
January 9th, 2019
What Is Phonemic Awareness?
Phonemic Awareness
"Phonemic awareness is an essential skill that underlies a child's ability to learn to read and spell. Phonemic awareness falls under the umbrella of phonological awareness; however, it only pertains to the phonemes (sounds) in words" (Stanovich, para. 7, 2019).
"Phonemic awareness requires the knowledge that words are comprised of individual sounds that can be manipulated. Using phonemic awareness, one can match, blend, segment, and rearrange sounds in words (or nonsense words)" (Stanovich, para. 7, 2019).
Components
Phonological Components:
- Rhyme
- Words
- Syllables
- Alteration and Initial sounds
- Phonemic awareness
Phonemic Components:
- sound and word discrimination
- syllable splitting
- blending
(University of Oregon, n.d.)
Students at risk for reading difficulties tend to have poor phonological awareness, particularly in the area of phonemic awareness. Explicit instruction in phonemic awareness is critical to their reading success (Meadows Center, p. 46). Structured components of intervention are needed in order to adapt phonological or phonemic awareness instruction to meet the needs of diverse learners.
Adaptations for Diverse LEarners
"The More You read, the more things you will know. the more you learn, the more places you'll go."
Dr. Seuss
Individualized instruction and intervention should be systematic and cumulative by focusing on blending phonemes, segmenting words into phonemes, and linking phonemes to print for developing letter-sound knowledge.
Individualized Instruction and interventions
Multi-Model Instruction
Multi-modal instruction is most effective. Some phonological awareness activities are simply oral like singing songs, games and story-telling. Others use concrete tactile objects such as fingers blocks, counters, puppets and pictures. Other tactile movements like tracing letters in sand and salt, making letters on sandpaper. Physical actions assist learners as they are associated with letters and sounds such as pointing, drama, floor games and activities that include body movements. These approaches are highly engaging and follow a continuum of complexity.
Small Group Instruction
Small group instruction is more effective in helping students acquire phonemic awareness than one-on-one or whole-group instruction since there are more opportunities to listen to one another and more ways to participate.
Common Assessments
Assessment Examples
Two of the most common assessments include Assessing Print Knowledge and Assessing Alphabet Knowledge. Both exercises are used in the classroom to evaluate students’ knowledge on the individual components of phonological awareness. Marie Clay (1979) built up the Concepts about Print Test to assess children print awareness, for example, how print and books work. This assessment is independently administered to a child. To control this generally utilized test, the educator for the most part connects with the child in a discussion and asks the children whether the person will help in the reading of a story (Vacca et al, n.d). Alphabet knowledge is significant in light of the fact that it is an indicator of accomplishment in early reading. To evaluate letters in order information, you need a lot of lowercase letters and a lot of capitalized letters just as it appears on a checklist.
References:
References
Foundations of Reading: Effective Phonological Awareness instruction and Progress Monitoring. University of Texas Center for Reading and Language Arts. Retrieved from https://www.meadowscenter.org/files/resources/PA)Guide.pdf
Lopez, R. & Mora, P (2009), Memory Foundations for Reading: Visual Mnemonic for Sound/Symbol relationships, retrieved from http://www.coloincolorad.org
Structured Literacy Instruction: The Basics. Reading Rockets. Retrieved from https:/www.readingrockets.org/article/structured-literacy-instruction-basics
Stanovich, Keith. (2019). Phonological awareness. Retrieved from: http://dyslexiahelp.umich.edu/professionals/dyslexia-school/phonological-awareness.
University of Oregon. (n.d.). Phonemic Awareness. Retrieved from http://reading.uoregon.edu/big_ideas/pa/pa_sequence.php
Vacca, J.A. L., Vacca, R. T., Gove, M. K., Burkey, L. C., Lenhart, L. A., McK, C. A. Reading & Learning to Read. [University of Phoenix]. Retrieved from https://phoenix.vitalsource.com/#/books/9780134447728
The components are usually designed and integrated to build the essential skills through activities aligned along the five central content strands; phonemic awareness, letter-sound correspondences, word recognition and spelling, fluency, and comprehension strategies. An explicit instruction in phonics, with an emphasis on fluency is one of the highly used teaching strategies and systematic cueing of appropriate strategies to help children learn to apply new skills.
Component Examples
Phonology
Phonology is fundamental for the development of reading skills which can lead to an increase in comprehension, language structures and vocabulary knowledge
• Distinctive sounds within a language d dog /d/
• Nature of sound systems across the languages; cats’ meow, frogs croak, pigs oink, dogs woof
• Phoneme-the smallest unit of sound that has meaning
CVC words
- Sat /s/ /a/ /t/
- Run /r/ /u/ /n/
• It is the ability to recognize or understand that words are made up of sound units. They start to understand different structures of language; words, rhymes, syllables and sounds. Ex. Cart, part, smart, art
• Phoneme is part of phonology but does not include print but sound. Students are able to hear, identify, blend, segment and manipulate the sounds in spoken words. “When we make the /e/ sound, we should show a smile with our teeth showing,” your turn /e/
Phonics is the sound and relationship that relate to connections between sounds and written symbols. A student is able to demonstrate reading and writing using the sound and letter relationship skills and knowledge; sh, wh, th, bl, cl, str. Zoo phonic is one used by teachers taught in a chant, with gestures;
B is baba bear, /b/, /b/, /b/
Memory Foundation of Reading
Memory Foundations for Reading (MFR) - Sound-symbol relationship
The more automatically a student is able to put words on paper, the easier it is to focus on ideas.
MFR-The power or process of reproducing or recalling using attained skills in reading (Lopez & Mora, 2009).
MFR –the mental processes needed for reading requires comprehension, therefore, it is important to teach reading comprehension strategies. The student has an opportunity to use the strategies taught for understanding by using the skills of what excellent readers do
• Re-read- for more information = more understanding
• Activate Prior knowledge- Schema, make connections to their own experience; “makes me think of a time when…”
• Use context clues- vocabulary, infer meaning
• Think aloud- talk about it, identify, analyze, demonstrate
• Summarize the story- story maps (title, characters, setting, problem, solution) to learn main idea/details
• Locate key words- underline, highlight, tab it
• Make prediction- think – pair – share, before, during, after
• Use word attack strategies rereading- prefix - root – suffix
Visualize (imagination, pictures in their head), use graphic organizers, and evaluate understanding (Lopez & Mora, 2009).
What is Phonological Awareness
Phonological Awareness
"Phonological awareness is a meta-cognitive skill (i.e., an awareness/ability to think about one's own thinking) for the sound structures of language. Phonological awareness allows one to attend to, discriminate, remember, and manipulate sounds at the sentence, word, syllable, and phoneme (sound) level," (Stanovich, para. 1, 2019).
Examples follow for each level:
"Sentence level: How many words are in the sentence, "She sells sea shells by the sea shore?"" (Stanovich, para. 2, 2019).
"Word level: Do these words rhyme: distribution and retribution?" (Stanovich, para. 3, 2019).
"Syllable level: What is the last syllable in the word "discrimination?"
Phoneme level: What is the final sound in photo?"" (Stanovich, para. 4, 2019).