Teaching Pronunciation

Phonics is imperative to learning to read because it allows for the reader to distinguish these associations in letters and words that they read to captivate comprehension (Walbank & Bisby, 2016). At the preschool-grade, knowledge of the alphabetic principles should be extensive and in-depth, however, too much focus can lead to over application of this skills having words read but not comprehended. The directional approach for teaching phonics should be precise, articulated well with graphemes organised in a logical and systematic way allowing plenty of time to recite the new skills received inherited obtained attained gained acquired (Learning Point Associates, 2004). Likewise, with phonological awareness the expertise of listening to the sounds in phonemes and words, phonics helps complete the process of sounding out to decode what has been read to eventually move onto the primary goal of learning to read being comprehension (Fellows & Oakley, 2014). Another approach is to teach phonics is the analytical technique in which the teacher guides students to observe phonemes and graphemes by scrutinising full words to bring forth another critical thinking skill required to understand what the text means (Ewing & Maher, 2014). This essential component combined with

In order to develop a student’s phonological awareness I would use the following skills and activities to focus on: Sentence segmentation, syllable segmentation, followed by tither onset-rime blending as well as segmentation and finally working on phoneme segmentations themselves. The reason I focused on segmentation it that it teaches the student how to break apart words, as well as differentiate between syllables and phonemes.

In this quantitative action research intervention study, a non-probability convenience sampling was selected from the existing kindergarten class in the QSI Sarajevo school. During the six week intervention plan, students were taught letter sound-symbol relationships were taught with kinesthetic hand movements to teach phonemic acquisition. Rigby Literacy's Phonemic Awareness Skills Test was administered prior to the initial observation phase, at the end of the first instruction period before starting the intervention, and at the end of the experimental classroom approach to phonemic awareness. This evaluation tool was used in conjunction with observations and student samples to determine phonemic awareness improvements. These assessment tools will help determine if the student has mastered the basic skills to produce CVC words/pseudo words. A likert scale test was also used to compare the students’ attitude towards learning of the sample before and

Language is the system of communication used by people worldwide. It’s a human faculty that distinguishes human beings from animals. English is considered a universal language that many countries use as a native language like Britain and Australia or as a second language like India. Wherever English is available, it offers a better communication between citizens of a country and travelers. Like all languages, English has variations in its pronunciation and accents. Sometimes misspelling of words leads to misunderstandings between people. Therefore, everyone should study phonetics which is the study of sounds made by the human voice in speech. Phonetics can be divided into : sounds, letters, consonants, and vowels.

***These three improvement ideas on building Andy’s phonemic awareness skills are going to allow him to hear how each letter and word is pronounced. These three techniques also allow Andy to hear how others pronounce letters and words. The more he hears, the better he will he hear and speak.

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.

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.

Rvachew, S., Nowak, M., & Cloutier, G. (2004). Effect of phonemic perception training on the speech production and phonological

Phonemic awareness is defined as the ability to distinguish sounds; a skill that allows you to listen for, count sounds, and identify distinct sounds. Letter naming isn’t included in phonemic awareness. Phonemic awareness can be taught explicitly or indirectly through games, manipulatives activities, chanting, reading and sing along songs, or poems. Phonemic awareness is more than just recognizing sounds. It also includes the capability to hold on to those sounds, and blend them effectively into words, and take them apart again. Phonemic awareness is important for reading development because it’s the foundation you must overcome in order to get to the next stage of reading, and writing. Research of the NRP (National Reading Panel) says that during the kindergarten year, 18 hours of total of phonemic instruction- just 30 minutes week, six minutes a day- provided maximum advantage.

3) How does phonological awareness help children with reading and spelling? 4) What are the ten stages of phonemic awareness? And 5) how can phonological awareness be measured?. What is Phonological awareness?

There are a variety of different approaches to systematic, explicit phonics instruction. The first of which is “synthetic phonics” . This approach continually builds on itself to from words by first teaching letter sounds, then practicing the combination or “synthesis” of the letter sounds, finally achieving the goal of combining those practiced sounds to create recognizable words.

The student was able to speak the beginning and end sound along with breaking down the Phoneme Segmentation of each word with a struggle. They had one or no errors in the Phoneme Awareness, which shows the students ability of pronouncing a word to be able to read is on level. In addition, the student ability to listen to the words when given in the section of Knowledge of the Alphabetic Principle, shows the student has strong ability to listen to two words and make a determination of which word is beginning asked by the observer by sounding out each word.

In completing the CAP, I administered the Phonemic Awareness Skills Screener (PASS) to five of my seven students in my summer middle school English class. The results of the assessment are attached in the submission of the document. In looking at the raw data that I collected on my student’s phonemic awareness skills the area that every student needed to work on was phoneme segmentation or phoneme deletion.

This book has daily Phonemic Awareness skills that the students need to learn. It includes all consonants, short vowels, digraphs, blends, and rime patterns, with long vowel words being introduced in the later weeks of this curriculum. This is very well organized and it tells you what you should teach on that day.

During our Colloquium class, it was very interesting because there, we learned in many ways how us as new teachers will work in the classroom setting. This week we learned how to teach the students to read. Although, my facilitator showed us a video where they explained to us different ways of reading phonetic alphabets, letter sounds, in this video I learned that the English language has 47 sounds. She also recommended a variety of books that we can use in the classroom that will be helpful for the students to accomplished these standards. For some people, they find it very complicated, she said that there are two ways to teach the children. Our instructor recommended us to teach in the phonetic word and to deny to teach in sight words,