How The Sound Of A Word Affects How We Read And Categorize

Phonological awareness is being able to distinguish the assembly of isolated sounds that make up words and experiment with adjusting the distinct sounds known as Phonemes to form new words (Emmit, Hornsby & Wilson, 2013). Elements of phonological awareness include practice with separating, manipulating and grouping together sounds of words, in addition to exploring words and sounds in an enjoyable way using rhymes (Matheson, 2005). Phonological awareness provides innovative processes for a broader vocabulary and the ability to sound out new words (University of Oregon, 2009). The decoding process that occurs allows readers the ability to then concentrate on the meaning of what they read and improve their reading development (Reid Lyon, 1998). When teaching phonological awareness to children, teachers should work in small groups that explore only a couple of concepts at a time for instance how the mouth moves when saying a variety of isolated sounds in comparison to these phoneme sounds blended to assemble a word (Learning Point Associates, 2004). In conjunction with the familiarity of phonemes and words in phonological awareness, it is imperative to integrate this fundamental feature of reading development with understanding graphemes, and the link to letters in print to their phonemes sounds with phonics (Fellows & Oatley,

The purpose of this paper is to identify and understand the importance of a supplemental phonics program, such as Fundations by Wilson Language, to ensure that students are making noticeable and trackable changes in reading and understanding. Phonemic awareness is the key skill needed for students to better understand how letters and sounds correlate. Some basal reading programs do not have an

The Fry Sight-Word Inventory is an informal, criterion-referenced screener which measures high-frequency word achievement. Fry 's Instant Words have been determined as the most common words used in English ranked in order of frequency. Specifically, Fry found that twenty-five words make up approximately a third of all items published, one-hundred words comprise almost half of all of the words found in publications, and three-hundred words make up approximately sixty-five percent of all written material. The first three-hundred words on Fry’s list should be mastered by the end of corresponding grade levels, and lists four through ten should be mastered between fourth and fifth grades. Each hundred words are broken down even further into twenty-five words per list, according to difficulty and frequency, and should be assessed sequentially. The goal of progress monitoring high-frequency word mastery is to increase fluency on high-frequency words in order to further automaticity within our students’ reading, which ultimately impacts overall comprehension.

Bobrow discusses the importance of phonemic awareness. Bobrow states that phonemic awareness is important for reading achievement and learning how to read. According to Bobrow, students need to be able to “grasp printed words”(para.3) and know how words “work together”

We chose to assess phonological awareness because it is a crucial component in children’s development of writing, spelling, and reading skills (Paul & Norbury, 2012). Phonological awareness refers to an individual’s awareness of the sound structure or words; it can be characterized by words, syllables, onset/rime, phoneme manipulations, and the ability to rearrange these different levels into various patterns.

Ehri’s Phases of Word Reading and Spelling Development has four different phases that are used to describe the progressive stages of a reader. The first phase is the Pre-alphabetic phase, in this phase there is no letter to sound consciousness only visual features of a word which the students use as a reminder of how to read the words. Phase two is the Partial Alphabetic. When readers are in this phase they use some of the letters in the word (mainly the first and the last letters) to attempt to pronounce the word. Phase three is the Full Alphabetic Phase. In this phase the readers are now able to use and understand the alphabetic connections in words. The readers are now able to map graphemes to phonemes of words that have been read to them

In the article, “Teaching rimes with shared reading” written by Sharon Gill, she states that daily practice of shared reading can lead to successful and enjoyable reading experiences for our youngest learners (p. 191). Shared reading is a wonderful vehicle to help young readers with basic skills such as one-to-one correspondence, fluency, and vocabulary. Researcher Richard Allington also concluded the importance of shared reading experiences for our students whose second language is English (p. 191). Gill believes “Teaching onsets and rimes is a better approach to phonics than teaching individual sounds because onsets and rimes are much more consistent than single letters.” (p. 191-192) In the article, “Ways teachers can help children develop phonics knowledge” written by Constance Weaver, she notes the importance of “discussing interesting patterns of onsets and rimes, in the context of shared reading experiences” (p. 3) Unlike Gill, Weaver does not go as far to say that onsets and rimes should be taught first rather than individual sounds.

This paper is a review of two articles published by Paul Miller in the Journal of Developmental and Physical Disabilities. The first is entitled, “The role of phonology in the word decoding skills of poor readers: evidence from individuals with prelingual deafness or diagnosed dyslexia,” and was written in 2007. The second, written in 2010, is named, “Phonological, orthographic, and syntactic awareness and their relation to reading comprehension in prelingually deaf individuals: what can we learn from skilled readers?” At their heart, the articles attempt to address what explains good and poor readers in the deaf community, rejecting previous assumptions in the literature in this area. The studies are carefully designed, and attempt to address

Ashlyn’s raw score (number right) of 91 words on the pretest for the Slosson Oral Reading Test (SORT) placed her at the 48 percentile. She placed slightly below average. Ashlyn’s miscues were visually similar to the target words. For example, she substituted “him” for “hill,” “timud” for “timid,” and “disire” for “desire” suggesting that Ashlyn was able to produce the beginning and ending sounds however she had a difficult time with medial vowel sounds. Intervention will focus on vowel sounds and vowel teams.

High-Frequency Words: The most common words that readers use again and again. Many high-frequency words are tough to learn because they can’t be easily decoded.

Students need to know how to decode in order to be fluent, but often students need to be fluent in order to be able to understand what they are reading. Paige (2011) states that choral reading improves student’s decoding and oral fluency skills. When students are able to read word accurately, it helps students understand what they are reading. Students want to be read at a good rate, with accuracy, expression and intonation. Learning these skills helps students understand what they are reading and their audience understands what they are reading (Hasbrouck, 2009). Lastly according to Hudson, Lane and Pullen (2005) the skills of accurate reading, prosody, and automaticity relate directly to comprehension. If a student does not pronounce words accurately the students may understand the author’s intended meaning and misunderstand the text. If students have poor prosody it can lead to misunderstanding if students group together words in a way that does not make sense and it can lead to confusion. Last, if students are reading at a very slow, laborious pace it inhibits students from being able to construct meaning from the text because they are spending so much of their time trying to decode the words. Using these skills can help students spend more of their time trying to “make meaning from the text” and improve their

Reading is associated with new vibrancy in the left-hemisphere of the brain (Turkeltaub, Gareau, Flowers, Zeffiro, & Eden, 2003). When this part of the brain records a rise in activity and the right inferotemporal records a reduction in doings, then a person increases his phonological skills (Turkeltaub, et al., 2003; Raschlea, Zuk, & Gaab, 2012). This enhances the learning capability of a person and this can be taken to mean that with a reduction in the development of the phonological skills, then a person is likely to develop learning difficulties (Ivry & Justus, 2001). As such, the authors are in support of the phonological theory with regard to dyslexia. In addition, the study has shown that reduced ability to differentiate between phonetics can lead to learning difficulties.

Angelina’s independent level is grade 1, her instructional level is estimated to be at a 1.5 grade level, and her frustration level was determined to be grade level 2. At her independent level of grade 1, Angelina’s substituted “life” for “live,” suggesting that there is a slight difficulty being able to visually decode word patterns such as vowel-consonant-silent e (vce). Since she only produced one miscue on her independent list, and four on the following level Angelina’s instructional level is an estimation. Angelina was able to read all but one sight word on the pre-primer, primer, and grade 1 word list. For example, she was able to read words such as thank, when, always, this and jump. She was unable to read any sight words at the

The finding that the learning of phonological status is constrained by the phonetic naturalness has a strong implication to theories on phonological status and its perceptual effect. Traditional theories have argued that the conditioned distribution plays a central role in determining the phonological status of sounds citep[e.g.][]{chomsky1968sound, kenstowicz1979generative}. When two sounds occur in the same contexts, they are phonemes. When two sounds occur in mutually exclusive contexts, they are allophones. Recent theories have argued against the dichotomy between phonemes and allophones. In these theories, phonological status is viewed as a probabilistic phenomenon and the relative predictabilities of sounds in contexts determines the

Phonological awareness is a very important factor of emergent literacy because it helps children’s reading and construction of meaning.