Rhyming Ability Report

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

Phonemic awareness is a vital role in literacy instruction. Many schools and districts adopt a commercially published basal reading program and it becomes the cornerstone of their instruction ( (David Chard, n.d.). We also know that through investigation and research it has shown us that word-recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. (David Chard, n.d.) The same researchers have found that the reading passages that students are reading didn’t relate to the words they were learning. In order for students to read at grade level or above a supplemental program should be implemented. I have found that at my school we are lacking a phonics program that will reach different students abilities and make them successful in reading. My goal for this paper is to show my district that using a supplemental phonics program aside from our basal phonics program will prove beneficial to strategic readers who fall below grade level.

This book is not only a rhyming book, it could be used for multiple lessons such as math, social emotion, music, and introduction to poems in Pre-k thru 1st. It’s fun, entertaining, and the art work is done as if a student created it. I believe that the sing-a-long

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

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:

As you stated, phonemic awareness is very important to a child's later achievement in reading and also spelling. Rhyming and poetry are great ways in promoting phonemic awareness. In my post, I also mentioned a similar activity, and I think rhyming is very effective when working with children which is why many class incorporate these types of activities in their classroom. Great

The components of the Cycles Phonological Remediation Approach were developed from theories of phonological development, principles of cognitive psychology, and ongoing research in phonological acquisition (Hodson, 2006). Hodson proposes that children who are highly unintelligible would benefit from a treatment program that targets pattern errors in systematic cycles and uses auditory bombardment in combination with practice activities during therapy sessions. Clinicians interested in employing this method could benefit from research that answers the question- “is the cycles approach more effective than the traditional articulation therapy approach in the treatment of children who are highly

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.

’51. Having considered a wide range of evidence, the review has concluded that the case for systematic phonic work is overwhelming and much strengthened by a systematic approach’ (Rose, 2006, p20). To further his proposal Rose (2006) proclaimed that the teaching of systematic phonics should be enhanced and active by the age of five; It can be evidence through practice that children as young as five can define the terminology for a phoneme and a grapheme, due to the position phonics has within the English curriculum. There is also a world-wide debate on the various ways educational practitioners can most effectively implement phonics in their practice states Dombey (2010). Due to the impact of the Rose Review, it could be suggested that the value of systematic phonics had increased, meaning that primary teachers have to be confident in their ability to teach and support pupils in their reading and spelling through the use of phonological

In each session, we had together I notice that he was improving on learning rhyming words pairs and he could point out words that rhyme together. He began to meet the needs of the overall goals which very limited for the short time we spend together in the four weeks. My learning was very clear for his age group. In each lesson, I would model activity and pounced each word for him so he could hear and see each rhyming words. “language modeling responses provide children with demonstrations of linguistic forms, content and uses” In the article Crating language Rich Preschool Classroom Environment by Laura M. Justice. This article highlight one of the strategies I use to work with Zachary.

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.

There have been many debates over which literacy instruction produces the most favorable outcomes in terms of test scores. During the 1960’s, teachers favored the phonics approach in helping students become literate because they believed that it made the most

Rhyming: the ability to recognize rhyming and alliterations. Reading nursery rhymes can help young children recognize rhymes; playing alliteration games can help facilitate understanding, creating poems using rhyming, listening to silly songs with alliteration, playing the odd man out game.