Phonemic Awareness Paper

A Sound Beginning is an assessment of phonological awareness at four different levels: Word Level, Syllable Level, Onset-Rime Level, and Phoneme Level. Phonological awareness is the manipulation of sounds in spoken language and is an important building block for reading. The assessment is administered orally that would include the student tapping, deleting, segmenting, and blending different sounds. Felipe’s score for each level is as follows:

On January 30, 2018, at 2:00p.m., my newsletter presentation was given to four teachers in the exceptional children’s department at Douglas Byrd High School. It was important for me to review the newsletter with my coworkers because our work team is currently in the process of gathering new information for the start of the new semester which began on January 26, 2018. The age range of the students in our department range from 15-19 years of age; however, because of their varied learning disabilities and function levels, we use a lot of beginning reader teaching methods in an effort to work more effectively with all of our students.

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 will assess this skill using The Phonological Awareness Profile by Robertson and Salter, a criterion-referenced assessment (1995). Criterion-referenced assessments are not used to compare students’ performance with each other, but rather to evaluate the student’s mastery in a specified subject. Such tests are designed to provide information for instruction as well. Only the phonological awareness subtest will be administered to Chloe. This subtest has the following tasks: rhyming, segmentation, isolation, deletion, substitution, and blending. The tasks are composed of the following:

The four-cueing systems that educators should incorporate within their classroom are phonological (sound), syntactic (structural), semantic (meaning), and pragmatic (social/cultural). According to Tompkins, these systems make it possible for children and adults to read, write, listen, and talk. For beginning readers and writers emphasis should be placed on the phonological system because it applies to phonics skills to decode and spell words (Tompkins, 2014). Ways that educators can apply the phonological system within their lesson is by pointing out rhyming words, decoding words when reading, dividing words into syllables, and pronouncing words. The syntactic system can be used in the classroom by adding inflectional endings to words, creating compound words, and teaching appropriate sentence structure. Educators can teach the semantic system by teaching students the meaning of a word, and studying synonyms, antonyms, and homonyms. The pragmatic system can be taught by varying language to fit a specific purpose, reading and writing dialogue in

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

At this stage, students are aware of letter formation, print knowledge, how to alphabetize and phonological and phoenemic awareness as taught in Level K. New skills include segmenting words into syllables and syllables into sounds (up to 5 sounds), short and long vowels when given letters or sounds, identification of the structure of words such as blends, digraphs, base words, suffixes and syllable types including closed and vowel-consonant-e syllables. Students are expected to read and spell closed and vowel-consonant-e syllable type words, name sounds for r-controlled vowels and for vowel digraphs and vowel diphthongs, how to read and spell compound words and other words with two syllables, how to read and spell words with “s”, “es”, “ed”, and “ing” suffixes, and how to read and spell words with unexpected vowel sounds. Students will learn to read and spell words with CVC, CCVC, CVCC, CCVCC, and CVCe. They will read and spell 100 high frequency words including a list of trick words and they will read and spell targeted high-frequency, non-phonetic words. Students will begin to produce sentences using vocabulary words, will read about 60 words per minute with fluency and comprehension,

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

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

? Students will engage in group written activities which require them to record new vocabulary words and identify

Phonemic awareness is the ability to manipulate the sounds in words orally (can be done in the dark; ORALLY). Words are made up of discrete set of sounds and it is important to be able to manipulate these sounds which is what phonemic awareness is. Sound isolation activities are good to help students gain phonemic awareness. Teachers can say a word and then have students identify the sounds at the beginning, middle, and end of the word. Sound-blending are also helpful for students to gain phonemic awareness. Teachers can provide a clue and then sound out each sound in a word and the student then has to pronounce the word.

Partial phoneme segmentation: consciously segmenting words. Activities include pretend word spelling and having students sound out each phoneme in a word.