Summary: Julie In Middle Childhood

As children learn new vocabulary words while learning to read, they understand and make connection with the sounding of the letters already acquired, to the word they see in print. Even though children learn the vocabulary meanings, usually through indirect experiences,

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”

Teach the child to read and empower them to become a fast and fluent Reader: Teach the child to read a unique combination of synthetic phonics and phonemic knowingness skills development. It is a fact - helping children develop phonemic knowingness skills is the most essential step in getting reading skills. The spoken English language is made up of words and sentences, and these words are made up of individual sounds or phonemes. Children learn to say and recognize these individual sounds through a process called developing phonemic

Children are able to connect the visual of seeing letters on the page and the vocal sound of their parent as they are being read to. They also learn their colors, shapes, alphabet, numbers, and expand their vocabulary. Each of these skills will assist in reading comprehension and literacy.

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,

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

The story outline of your novel sounds very interesting, specially where she had to move back to her parents. I am sure there are several struggles and sub plots associated with that living condition. Also I guess there are interactions and narratives while she serve as a waitress and suffers from depression. these are the most strong area when a writer can put their creative effort to develop the story elements, specifically engaging in multiple complex ground. Meeting the gay guy would add the dimension in the story. It's also an addition to the story when she found how to become happy, because general flow of the stories always follow the path of more frustration and disappointments.

Learning to read is a complex task which involves more than just decoding the print on the page. The goal of reading is to construct meaning from the text (Winch, 2014). While the teaching of decoding skills is an extremely important step in the reading process, simply having the skills of decoding is not enough to become a successful reader. For this reason, the key elements of the reading process will be discussed in an order which allows children to develop the building blocks necessary to become a successful reader. Systematic and explicit reading instruction is vital for reading development as it allows children to build on the previously acquired skills and strategies required to become a successful reader. The purpose of this essay is to explain why having a concept of print, phonemic awareness, phonics and comprehension are important to the reading process and how effective teachers teach these skills.

It is however, an essential and vital element of a balanced literacy program when learning how to read (Emmitt, Hornsby, & Wilson, 2013). EESPI balances phonics learning. The development of phonological awareness is necessary in all modes of communication (Yopp & Yopp, 2009). Phonics involves identifying twenty-six letters (graphemes) of the alphabet. All forty-four sounds (phonemes) and phonic concepts (rules) to read (decode) and spell (encode) written or spoken text (Phonics International, 2011). Phonological awareness (cracking the code) is essential when learning how to read because it involves the ability to hear and recognise speech sounds and develop oral language (DEWA, 2012). Reading is more than knowing how to say the English alphabet. Students need to comprehend what they are reading and apply prior knowledge or experiences to make meaning out of the words (Ewing & Maher, 2006). Tompkins et al. (2015) describes students must become code breakers, text participants, text users and text analysts. EESPI supports students simultaneously progress through the stages of emergent to begin to become fluent

This helps the child learn by modeling fluent reading; practices such as taking turns reading and letting them read out loud should be provided on a daily basis. It is very important to start with short texts with words they can easily recognize, and then gradually introduce more complex selections. Literacy instruction for this stage should include texts such as short stories, non-fiction books, poems, and should focus on oral reading opportunities such as with the whole class, with parents, with a friend or classmate, in small groups, etc. This could also be practiced through skits, plays, or musicals as a type of reader’s theatre. In this stage, building vocabulary is very important. This can be done formally through lessons and informally through conversations. Constantly talk to the child and introduce new concepts, ideas, vocabulary, and their meanings. The child is mastering reading comprehension and by the end of this stage is moving out of the “learning to read” phase and into the “reading to learn”

Often when we hear phonemic awareness we think of phonics. Phonemic awareness does not involve phonics or written print, but instead spoken words. Understanding that words we speak are made up of individual sounds called phonemes is the basis of understanding phonemic awareness. Phonemes are the smallest units of spoken language and combine to form syllables and words (Ehri, Nunes, Willows, Dale, Schuster, Yaghoub-Zadeh, & Shanahan 2001). Phonemic awareness is both a predictor of reading achievement and the beginning of reading acquisition (Warren, Minnick, Warren, Russell, Liqin, & Green, 2013). When children develop phonemic awareness, they can use letter-sound knowledge to understand words (Koutsoftas, Harmon, & Gray, 2009). Children

Phonics instruction is a systematic step-by-step process in teaching skills needed to read, which relates to the information processing theory. The information processing theory favors step-by-step instructions, with frequent repetition. Phonics involves knowing the connections between printed letters and speech sounds. I am provided with a guide that contains a sequence for teaching letter-sound correspondences. As students progress as readers, they begin applying letter sound knowledge by decoding and using a more step-by-step process. LaBerge and Samuels (1974) describe a concept called automatic information processing or automaticity. When students have reached automaticity, they have the ability to perform a task with little attention.

word recognition and comprehension. With reading fluency, children are able to focus their attention on making connections between the ideas in a text, as well as, between the ideas and the child’s background knowledge. Children who are more

This ability helps children learn how to decode unknown words. If a child cannot hear the phonemes in the word, they cannot sound out a word. It is important for phonemic awareness to be grasped by younger children so they can go on to read, and eventually spell. The NRP found that the most effective way to teach phonological awareness in incorporated letter to sound work. Research shows there is direct correspondence between the child’s phonemic awareness, and their ability to spell.

The act of reading is a process that involves a complexity of cognitive processes and developmental stages. Recent research has shifted the paradigm of thinking of what range of skills serves as the foundation of literacy. Skilled readers need language development, conceptual knowledge base, and a broad vocabulary. Children must have sufficient decoding skills that are composed of smaller elements of speech known as phonological awareness and letter-sound correspondence. In addition, readers must have the ability to fluently and easily recognize these words. But to attain a high level of skills, young children need opportunities to develop these strands, not in isolation, but interactively. (Neuman, Copple, & Bredekamp, 2000)