Phonemic Awareness

Next, I observed the standards, differentiated instruction, and the phonemic and phonics lessons in the class. The essential questions and standards are listed in the front of the classroom but are never referred to. I think that differentiation is a big part of this class, especially because of the number of students with individualized education plans. During lessons, the entire class will meet around the rug for instructions and introductions. After the class is given instructions, most students will work independently and there will be one or two groups that work with Ms. Dunlap or her teacher’s aide for guided practice. The majority of the lessons include hands-on activities, such as cutting examples of noun and verbs out of a magazine, using blocks to measure student’s heights, and songs that emphasize parts of speech. While I observed I also saw some phonemic awareness lessons. These are lessons that focus on individual sounds of letters and the structure of the words and letters. I think that this class had a wide variety of reading levels. Some students did very well, but others could not write their names yet. The class met on the rug for phonemic lessons, and Ms. Dunlap would use a book that had tons of activities. The book includes different activities that make students find the sounds in words, substitute sounds to make new words, blend sounds to form words, and to take apart words to find the sounds. Ms. Dunlap

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 analysis determined that difficulties in reading are strongly related to the lack of phonemic awareness. Instruction, when given explicitly and direct one on one focus in one skill area of phonemic awareness were greater than instructions that focused on three or more skill areas. In addition, the NRP continued to state that children taught in small group settings showed larger improvement gains than students taught in large groups or individually. The panel concluded that it could be taught under a variation of conditions, for a diverse range of learners. Furthermore, it stated that instruction of phonemic awareness was more effective through the use of letters, explicitly focused on only one or two areas of awareness, lesson and activities were tailored toward small group development levels, and program ranged from 5 to 18 hours – remaining under 20 hours of instruction based on 25 minute instruction

Ja'mari is a 3rd grade student attending Lake Forest Elementary Schools of the Art and Sciences. He participates with non-disabled peers in an inclusion classroom for the majority of the day. He is a very sweet and kind student who is willing to work on any task that is given to him. Although Ja'mari is willing to work on any task,he struggles to be confident and social with his peers and adults. He requires prompting, verbal encouragement, one on one support, task adaptations to complete assigned task. According to his recent I-ready results, Ja'mari overall scale scores increased from 404 to 449. He made a 44 point gain. He is making tremendous progress. His strength is in Phonological Awareness. He tested out. Ja'mari has demonstrated the

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.

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.

Educating students with disabilities has evolved immensely throughout history. Initially, students with disabilities were isolated and institutionalized. Society 's perception was that it was not necessary or beneficial to invest time or resources into this group of people (Spaulding & Pratt, 2015; Dybwad, 1990; Winzer, 1998). Direct advocacy and litigations caused changes in federal legislation (Griffith, 2015; Lloyd & Lloyd, 2015). Due to the civil rights movement, stu-dents with disabilities became part of the public educational system. Our current system has evolved to the level that educators work as teams to create individual learning plans for students

Children with communication disorders are usually identified with poor phonological awareness. The authors Schuele and Boudreau reveal that with effective instruction, intervention, and various models, phonological awareness can be enriched. The data reveals that intervention can be entrenched within other language goals or it may be an explicit intervention individually or within small

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.