Ehri's Phases

In the video, Marty, the 1st grade instructor, talks about the extension level book for the 1st graders. His methods includes the different reading methods we went over, phonetic cue reading, true alphabetic reading and orthographic reading. At around 2:30, words written on whiteboard are held up, and the children repeat what their instructor say, the sound of orthographic patterns in the beginning and end of the word to help them pronounce the word. This practice includes the phonetic cue reading and true alphabet reading. This can easily be used for orthographic reading as well. The kids were most likely older for his extension level book to have logographic reading. Marty has focused on inflectional ending, short vowel sounds, e.t.c. The

Children who understand the different concept with words parts and spelling patterns are able to pronounce words accurately by understanding some letters blend to make a sound or some sounds become silent. Students can read and in turn pronounce words correctly and begin becoming independent readers.

At this stage, students are aware of letter formation, print knowledge, how to alphabetize and phonological and phoenemic awareness as taught in Level K. New skills include segmenting words into syllables and syllables into sounds (up to 5 sounds), short and long vowels when given letters or sounds, identification of the structure of words such as blends, digraphs, base words, suffixes and syllable types including closed and vowel-consonant-e syllables. Students are expected to read and spell closed and vowel-consonant-e syllable type words, name sounds for r-controlled vowels and for vowel digraphs and vowel diphthongs, how to read and spell compound words and other words with two syllables, how to read and spell words with “s”, “es”, “ed”, and “ing” suffixes, and how to read and spell words with unexpected vowel sounds. Students will learn to read and spell words with CVC, CCVC, CVCC, CCVCC, and CVCe. They will read and spell 100 high frequency words including a list of trick words and they will read and spell targeted high-frequency, non-phonetic words. Students will begin to produce sentences using vocabulary words, will read about 60 words per minute with fluency and comprehension,

Phonemic Awareness is the ability to hear, identify and manipulate sounds. Andrew and I have been working on adding, deleting and substituting sounds within words using manipulatives. Andrew has difficulty substituting diagraphs for blends. He is successful at this activity 85% of the time.

The recommended support to enhance Frank’s phonetics skills is using Nursery Rhymes to develop phonological awareness. First Frank’s prior knowledge would need to be tested. In journal a PowerPoint was put together of 10 nursery rhymes using visual and auditory cues. The beginning sound awareness task is designed to require Frank to detect the beginning phoneme (sound). The test consisted if two practice trials and then ten experimental trails. An example, of a test would be asking Frank to listen to the word milk and then asking him to repeat the work and state the beginning sound. After achieving the beginning sound awareness task Frank would complete the Phonological Awareness Training. In the journal it says, “The phonological awareness training was conducted for 15-20 minuets once per week over a period of ten weeks”

How did you learn to read? Most of us do not put much thought into this question, but learning to read is a difficult task. According to Cervetti and Hiebert, the National Reading Panel identified five essential components that a teacher should use during reading instruction, which gives the student the highest chance of being an effective reader (2015, p. 548). These five essential components are also called five pillars of reading instruction. They are Phonics, phonemic awareness, vocabulary, fluency and comprehension. This paper will describe each of the five pillars, how they are related, the benefits, as well as give some effective methods of teaching phonics and phonemic awareness. It will continue by addressing the relationship between reading assessment and instruction and end by identifying ways to address the needs and different learning styles of a student. This paper will start by looking at a definition of phonics and phonemic awareness, then move onto the role that each play in learning to read, how they are related, the benefits and effective methods of teaching both.

Part 2 Students that are rely on sight words lack decoding skills. Their focus is on the image of a word and not the sounds of the individual letters create or its relationship to words. “It is a dangerous pedagogy because it creates cognitive damage such as dyslexia and ADHD” (Price). The practice of using sight words promotes lower syntactical awareness, guessing and students become word callers; students are not comprehending what they are reading, just decoding. However, sight words serve their purpose for words that do not follow phonic rules in emergent readers.

When phonological awareness is worked on skills of attention, perception and visual amplitude are developed that allow to acquire greater fluency for reading.

Instructional processes for reading instruction have been argued about throughout time, though it has since been studied and determined that success in reading relates to acquisition of phonological awareness and word knowledge (National Reading Panel, 2000, p. 2-1). Word knowledge is the association of sounds and meaning, later transcribed to a symbolic system used to decode reading. Though without phonemes, the written language becomes ‘arbitrary’ (Yopp & Yoop, 2000, p. 131). Whilst these features are detrimental to language and literacy learning in

There are many components to building a student’s reading skill set. One skill that is introduced in preschool and developed through the primary grades is phonemic awareness. The term phonemic awareness is defined as the ability to hear, identify, and manipulate phonemes – individual sounds. The child becomes aware of how sounds are connected to words prior to reading. This awareness creates the understanding of how phonemes explains how the smallest part of sound creates a difference in sound to the meaning of a word. Therefore, the ability to dismantle words, and reassemble them, and then to alter the word into something different explains the concept behind phonemic awareness. It is the primary foundation in which other reading skill sets are according based.

According to Bursuck & Damer (2011) phonemes are “the smallest individual sounds in words spoken.” Phonemic awareness is the “ability to hear the phonemes and manipulate the sounds” (p. 41). Phonemic awareness is essential because without the ability students are not able to manipulate the sounds. According to the National Institute for Literacy (2007), “students with poor phonics skills prevent themselves from reading grade-level text and are unable to build their vocabulary” (p.5) Agreeing with the importance of phonemic awareness, Shapiro and Solity attempted to use whole class instruction to improve students’ phonological awareness. The intervention showed that whole class instruction assisted not only the students with poor phonemic

Being literate in today's society demands a myriad of functional abilities, which, when absent, can have dramatic health, economic, and social consequences. Literacy possesses various aspects, such as reading, writing, speaking, and technology. Undoubtedly, language acquisition is a precursor to developing reading, writing, speaking, and technology literacy. Children must learn basic phonemes, graphemes, and morphemes as a basis for reading application. Phonemes are sounds; graphemes are symbols; and morphemes are meaningful word units. Therefore, phonographic (or graphophonic) refers to the sound-symbol system of the English language. In spoken language, sounds blend in what the ancient Greeks called a "river of sound" (Savage, 2007). Hence, this river of sound flourishes during the language acquisition process, thus embedding contextual clues to develop reading comprehension. Savage (2007) posits, "A child's level of phonemic awareness on entering school is widely held to be the strongest single determinant of the success that she or he will experience in learning to read or conversely, the likelihood that she or he will fail." Therefore, research demonstrates that language acquisition with phonemic awareness is highly related to learning to read and an accurate predictor of reading success into adulthood.

In written texts students may struggle to pronounce the word. In audio texts they may struggle to recognise a word they know on paper. And, even though they may understand the majority of the words in isolation (receptive skill material is generally roughly-tuned rather than finely-tuned) they may have trouble stringing all those words together to create an overall meaning. There is no quick-fix solution to this. As teachers, the best thing we can do is encourage students to read and listen as much as possible to gradually acquire this

My strategy will have students match pictures of words that have the same beginning, middle, or ending sound (Freeman & Freeman, 2006). I will spend a couple minutes before class demonstrating and reinforcing correct production of sounds in small groups. Additionally, I will support phonic awareness by using hands on activities to help demonstrate letter sound relationships. To make a connection between their first and second language, I will have students write for sound. For those students in the intermediate phrase in their second language development, I will focus more on vocabulary development, especially in subjects such as in science and social studies. I will preteach words so that students aren’t trying to figure out new vocabulary items out of context component; it is important to give students as much exposure and experience with new vocabulary words as possible before asking students to use them in a lesson or activity. Those in the intermediate or above phase in their first or second language, could benefit from strategies that help with their fluency and comprehension. The key idea is to balance both. Students may read fast, but with insufficient comprehension. I will allow students to practice reading along with taped text to build fluency and can build background knowledge before they read and use questions after reading to build on the comprehensive

According to the video Word Study, and Fluency, it was mentioned that one of the elements of phonemic awareness is using poems that rhyme. One of the teachers in the video was able to introduce a poem of the week and would have their students read the poem for the entire week. It was learned that the students read the poem for the whole week so that the students become familiar with the poem. Also, the repetition of the poem helped the students out a lot because they were able to remember some of the words from the poem. Another element that was covered in the video was the use of word study. Students were able to use the classroom as a resource especially a word web. The teacher would let the students look around the classroom and point to words on the web to help them say a sentence or word. This is very useful because it helps students to use words. Last another element that can help with phonemic awareness is when students are able to sort similar words and identify phonemic patterns. From the video it was shown how a teacher would write out a word and students would have to say the words that were similar to the word the teacher put on the paper. This helped students to look for rhyming words as well as unknown