Phonemic Awareness

Select four songs, finger plays, word games or poems that you can use to promote phonological awareness. Describe the strategies to promote phonological awareness among children whose home language is other than English.

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.

Regardless of the techniques/activity phoneme awareness has to be taught explicitly using the gradual release model. McCarthy (2008) mentioned four steps a teacher can use to teach how to hear sounds in words. The first step is to model the stretching of the words out slowly, stretching phoneme by phoneme. While practicing the stretching of words, Carmen would repeat what I have done, by doing this with the correct pronunciations she will learn to listen for the phonemes in each word. If Carmen is not displaying significant understanding then we will use a large enough mirror to show both of our mouths so that we can see what each of our mouths are doing during the pronunciation of words. Step two illustrate to Carmen how to use the Elkonin sound box, drawn or purchase. As each of the sound is articulated, both of us stretch the word then we would put a marker in the box to represent that particular phoneme. Step three is to teach her how to make maximum use of the sound box so that it can help her to distinguish and segment phonemes. This can be done by splitting the task with her. I stretch the word out slowly making sure to articulate each phoneme while she pushes the marker in the sound box. We would switch roll allowing her to stretch the word slowly, and I would push the marker in the sound box. Continuing this to ensure that she understands both tasks. Step four is

To measure children’s phonological awareness, teachers should look at children’s ability with different skills. For example, a child with strong phonological awareness is able to understand and can use, alliteration, the concept of spoken word, rhyme, syllable blending and syllable segmenting. Children start to read by listening others, and then recognizing sound in words, sounding words out for themselves and recognizing familiar words, so it is important for children to learn the phonological awareness because it can help kids to become a successful reader.

The phonological awareness is to become aware of the sounds and letters that make up the alphabet, and even, join them in sequence and form words, to give them a meaning. If the sound of the letters is not properly acquired, they can not be pronounced correctly.

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 tests for pre-test and post-test were similar. There were 16 words for first grade, 12 words for second grade, and 16 words for third grade. The tests were used to see the ability of the students orally say the sound and break the word into phonemes, not letters. The way of analyzing the data was following Yopp-Singer Test (1995). The students who got high scores by segmenting all the items correctly were considered as phonemically aware. The students who correctly segmented some items were considered as displaying emerging phonemic awareness. Students who were not able to segment the items correctly or none at all were included as lacking of phonemic

3) How does phonological awareness help children with reading and spelling? 4) What are the ten stages of phonemic awareness? And 5) how can phonological awareness be measured?. What is Phonological awareness?

Phonological awareness is the learning of different sounds, words and syllables learnt through listening and speaking (Gillon, 2004). Phonological awareness is important for children in early childhood to learn to establish their reading and writing skills (Hill, 2012, 160). The way children learn phonological awareness is through word play, stretching sounds, repeat ion, rhymes and song (Hill, 2012, p. 134; Roger Scenter, 2013).Phoneme awareness is a smaller area considered as part of phonological awareness, phoneme awareness focuses on individual sounds that effect understanding (Hill, 2012, p. 134). An example of phoneme awareness would be the word cat sound it out as c/, a/ and t/ or the ch sound. Hill (2012, p. 134) states phonological

A precursor to phonics is phonemic awareness which teaches a young child how to hear the sounds in the words. Weaknesses in phonemic awareness typically indicate that the child will have difficulty learning to read. As students phonemic awareness

This book has daily Phonemic Awareness skills that the students need to learn. It includes all consonants, short vowels, digraphs, blends, and rime patterns, with long vowel words being introduced in the later weeks of this curriculum. This is very well organized and it tells you what you should teach on that day.

Phonemic awareness is crucial to a child’s development of learning how to read. According to the National Institute for Literacy, by incorporating phonemic awareness into reading instruction, “Children’s ability to read words increases” (p. 5). This is due to the process of learning the individual sounds of the letters that make up words before the overall word itself. Not only does this phonemic awareness help children learn to read but it also helps with their ability to spell. This is due to their understanding of the sounds and letters that create words.

Phonemic awareness is the ability to identify and notice sounds in the spoken language (DeVries, 2015). Phonemic awareness is a small category of phonological awareness (DeVries, 2015). The

Phonemic awareness is the ability to hear, isolate, identify, and manipulate the discrete sounds of language, this only involves the sounds of speech and not the letters or words.