Phonemic Awareness Observation

The observation began with a review of what phonological awareness means. According to Chard, D.J. & Dickson, S.V. (2018), it is being aware of the fact that oral language is made up of many smaller units, such as words and syllables. In order to be successful at reading and writing language, an individual must develop skills in phonological awareness. Teaching students to rhyme is very important also because it is one of the ways students show that they have an awareness of phonological awareness. An example of rhyming is when a word is broken down by a single letter or combination of letter sounds such as the word chop would be broken into the onset: ch and rime: op. Students must

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.

An example of phonological awareness is a child being able to recognize that “sat” and “hat” rhyme. When a child is asked what rhymes with “sat” they should be able to produce a word such as “cat”.

1. ELL students need to be familiar with the sounds of English before they can develop phonological awareness. 2. Instruction needs to be explicit, modifications made, and practice needs to be given when needed. 3. Once phonological awareness has developed in any language, then it can be transferred to other languages that are learned.  4. Teachers should frequently model the production of sounds. 5. Beginning readers should get help to learn to identify sounds in short words.

Big Ideas Phonological Awareness: Phonological awareness is made up of various skills that help students work with our spoken language by manipulating sounds and oral parts of words. There will be students who pick up on phonological awareness very quickly and others that may need a lot of instruction and time in gaining the understanding of our spoken language. It is a foundational skill needed to be able to read and teachers need to make sure they give students support who struggle with phonological awareness so they have the skills needed to manipulate sounds and oral parts of words to begin reading. Decoding Words: Using the skills gained in phonological awareness, manipulating sounds and spoken parts of words, students can start using their knowledge of letter-sound relationships and the oral parts in words to start reading.

Researchers have shown that lack of preparation in the teaching of phonological awareness hinders the way teachers present phonological awareness when teaching their studnets reading. Researchers suggest interference due to the teacher's perspective, lack of training, values, and background may exist an be detrimental in properly teaching phonological awareness. Flesh’s 1955 publication of Why Johnny can’t Read and What You Can Do About it was influential in exposing the ineffective way how teachers teach their students literacy and reevaluation of reading programs in education and their deficiencies (Smith, 2002). Flesh’s book ignited educators and non-educators to look seriously at this literacy deficiency. A renewed interest

Even though advanced cochlear implant (CI) and hearing aid (HA) technology is making tremendous strides in the DHH community, these hearing devices still cannot completely restore normal hearing or fully represent all aspects of normal speech sounds. Therefore, children within this population are potentially at a higher risk for speech disorders, speech delays, or language difficulties. The acquisition of phonological awareness (PA) and PA abilities is an important developmental step in speech and language. Moreover, PA skills have been shown to significantly affect early literacy abilities in normal hearing children. PA is commonly defined as the conscious ability

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

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 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

On Monday, March 22, I was given the opportunity to assess Graysen on his literacy skills. Graysen is a very sweet boy and his excitement to learn is evident. Graysen was given an assessment called a Phonological Awareness Survey, which looks at his letter and sound fluency, as well as his ability to identify compound words, syllable words, initial and final phonemes, and blending phonemes. Graysen excelled in blending and segmenting phonemes. He also showed great strength in combining syllables to form whole words. The following are some observations from the assessment. A couple of issues stood out that I will address during our weekly intervention sessions. Please find my comments below:

An important learning point entails what is phonological awareness, often many confuse phonological and phonemic awareness. Phonological awareness is akin to metalinguistic skills, it allows a child to examine the sound structure of language. Clients have to discern and discriminate sound structure, such as separating words into syllables, producing rhymes, and identifying words with similar initial sounds. So unlike phonemic awareness, phonological awareness primarily entails spoken

The workbooks that you use for the letter and sounds shows the phonemic awareness. Phonemic awareness means the workbook should help your child in the learning and being able to understand the sound of the letters that help to form words and segment the letters in the words. Phonological awareness helps in the decoding and the child’s spelling abilities which will help in later reading and spelling. (Diane M Barone/Marla H. Mallette, 2013). An example is a child that has phonemic awareness will identify rhyming words in the workbook. Children can build phonemic awareness by practicing the sounds. I like to sing an ABC rap it does the letter, sound, and a word that starts with that sound. Making sure to have the right workbook the child can

1. The two major independent constructs compared by the authors were onset-rime and phoneme awareness. The dependent constructs were early reading ability and general academic ability. The independent constructs were operationalised using twelve trials of a segmenting and a blending task; which was given at age five. Half of the trials involved blending phonemes and the other half involved blending onset-rime and rhymes; scores for both the tests were combined.

Amerie brings an excitement for life that has been a very welcome addition to our classroom. She always comes into class with a story or something going on in her life that she can’t wait to talk about. She brings that same level of enthusiasm to being a learner. No matter what we are doing or where she is Amerie conducts herself with consistency and tries to be the most great hearted scholar she can. She takes great pride in being “best desk” with her shoulder partner.