Phonemic Awareness

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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…show more content…
8) In addition to whole group teaching, all authors approved the importance of teacher modeling to aid in student success. The Institute of Literacy and the textbook, describes teacher modeling as “modeling the skill or strategy with content-area words and within the context of the subject matter students are currently learning” (p.7). The authors Bursuck & Damer (2011) refer to the method as “my turn, together, your turn” (p.51). Teachers first model the strategy (my turn), the students then repeat the response, and then students individually respond. Teachers model the strategy in hopes that students “eventually can use the strategy individually in his/her writing” (Institute of Literacy, 2007, p.7). The intervention of phonemic awareness was tested in a school district with poor economic situations where some students struggle with learning. The whole group instruction assists students with disabilities because students receive the whole group instruction and in addition receives extra support to increase understanding. Using whole group instruction with differentiation in small groups, “makes it possible to meet individual needs of children at different levels without the need of one-on-one instruction” (Shapiro & Solity, 2008, p. 615). The intervention was successful for students with disabilities because the authors Shapiro and Solity (2008) created an intervention that “was more focused then other interventions: few core skills,
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