Phonological Awareness Case Study

Knowledge of onset and rime allows students to read unknown words based on existing word knowledge and the ability to build word families (Pinnell & Fountas, 1998, p. 236) based on rime sounds. The introduction of phonemes during phonological awareness occurs in the last level, where explicit instruction is used to teach students how to detect, segment, count, blend and manipulate separate phonemes (Yopp & Yopp, 2009, p. 3). Strategies to support phonological awareness includes counting and clapping out both sentences and syllables, rhyme riddles, guess which object (Yopp & Yopp, 2009, p. 8), segmenting words requiring students to blend back together and instruction of rhyme identification (Fellows & Oakley, 2010, p. 190). Rhyme identification can be explored through song and nursery rhymes, grouping words according to onset and rime (McDevitt & Ormrod, 2004, p. 331), rhyming games such as roll a rhyme (Fellows & Oakley, 2010, p. 190) and cumulative reading texts. Children not exposed to different forms of rhyming within the home environment will need explicit instruction in how to determine what a rhyming word and what it is. As the concept of rhyme is normally introduced before developing reading ability, students struggling with identifying sounds may benefit from picture cards to introduce the concept, allowing them to group and identify rime

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

Stacy is strong reader with excellent decoding skills. She does have some difficulty with longer words. This lesson helps students like Stacy to segment longer words into syllables so that they can use their prior knowledge to read and comprehend words in context. The syllable patterns that will be used for this lesson are CVC, CVCe, and CVVC with an emphasis on compound words.

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”.

There are plenty of fun activities to do with children when trying to enhance their phonological awareness. Activities that involve using rhyming words, jingles, poems, and syllabus in particular can be very helpful when helping children enhance their phonological awareness.

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.

Mitri, Souraya, and Mansour Terry. "Phonological Awareness Skills in Young African American English Speakers." Reading and Writing 27.3 (2014): 555-69. Print.

During the oral reading and El Paso phonics assessment, Farrah exhibited difficulty with vowel teams, silent-e syllables, and r-controlled vowels. Therefore, intervention will focus on building Farrah’s foundational print skills through explicit phonics instruction and repeated guided practice through shared reading.

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:

This article examined phonological sensitivity of preschool-age children by using a variety of phonological sensitivity tasks that are said to be within the capabilities of preschool age children. The phonological sensitivity tasks included measures of rhyme oddity detection, alliteration oddity detection, blending, and elision. In addition, the article investigated SES (socioeconomic status) differences in phonological sensitivity during the children’s preschool years.