The National Reading Panel 's Five Domains Of Reading And From Dr. Flynn 's 1st Edition

According to Bursuck & Damer (2011) phonemes are “the smallest individual sounds in words spoken.” Phonemic awareness is the “ability to hear the phonemes and manipulate the sounds” (p. 41). Phonemic awareness is essential because without the ability students are not able to manipulate the sounds. According to the National Institute for Literacy (2007), “students with poor phonics skills prevent themselves from reading grade-level text and are unable to build their vocabulary” (p.5) Agreeing with the importance of phonemic awareness, Shapiro and Solity attempted to use whole class instruction to improve students’ phonological awareness. The intervention showed that whole class instruction assisted not only the students with poor phonemic

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.

children learning to read and write, as well as being an important predictor of reading in

The contrasting perspectives of the two passages, “CliffsTestPrep” by Jerry Bobrow (2006) and “The Place of Phonics in Learning to Read and Write” by Marie Emmitt (2013), address the issue of the importance of phonemic awareness in reading and writing scores. Bobrow believes that phonemic awareness is important to understand since it affects reading scores. Emmitt however, argues that there is no evidence that phonemic awareness has a major impact on reading achievement.

We chose to assess phonological awareness because it is a crucial component in children’s development of writing, spelling, and reading skills (Paul & Norbury, 2012). Phonological awareness refers to an individual’s awareness of the sound structure or words; it can be characterized by words, syllables, onset/rime, phoneme manipulations, and the ability to rearrange these different levels into various patterns.

The student population chosen comprised of children from low-socioeconomic status. Preschool children were given a 9-week intervention in their last year and assessed on identified measures of PA, n=99. A control group of students n= 114 were assessed the year before on the same measures the year prior. The results suggest that students who received the intervention performed better on the post assessment then their control counterparts on rhyme awareness and nonword spelling. However, the control group out-performed the intervention group on the phoneme segmentation task. Overall, when assessed two years later, the intervention group demonstrated little effect on later literacy

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.

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.

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.

Phonological awareness is the learning of different sounds, words and syllables learnt through listening and speaking (Gillon, 2004). Phonological awareness is important for children in early childhood to learn to establish their reading and writing skills (Hill, 2012, 160). The way children learn phonological awareness is through word play, stretching sounds, repeat ion, rhymes and song (Hill, 2012, p. 134; Roger Scenter, 2013).Phoneme awareness is a smaller area considered as part of phonological awareness, phoneme awareness focuses on individual sounds that effect understanding (Hill, 2012, p. 134). An example of phoneme awareness would be the word cat sound it out as c/, a/ and t/ or the ch sound. Hill (2012, p. 134) states phonological

Therefore, an educator needs to know the areas to focus that will produce the best results and help the student learn. Results from various studies have shown that besides intelligence the ability to sequence, analyze, and remember sounds are the biggest contributors to reading achievement (Smith, 2003). In view of these finding it is important to isolate the fields within this area that will have the greatest impact and help direct the learning strategies. A study along these lines was conducted by Melby-Lervåg, Lyster, & Hulme. Melby-Lervåg, Lyster, & Hulme (2012) conducted a meta-analytic study to study the relationship between phonological skills and student’s reading abilities. Under phonological skills mainly three factors were considered. They are verbal short-term memory, phonemic awareness, and rime awareness. The authors compared children with dyslexia with the same age and reading level control group of children to measure the affect and strength of correlation between verbal short memory, rime awareness and phonemic awareness on a child’s word reading abilities.

Buckstein (2010) explored the relationship between rhyming ability and PA skills/reading ability, by examining the effect of explicit rhyming instruction on those skill sets. It is hypothesized that explicit rhyming instruction, provided concurrently with the standard classroom curriculum PA instruction, will cause a significant improvement in rhyming skills and possibly reading skills, but will not significantly improve the other PA skills assessed. A total of 18 typically developing, kindergarten-age children participated in this study. They were randomly assigned to either an Experimental Group (EG)(N=9) or a Control Group (CG) (N=9). They were each pretested using 7 subtests from the Phonological Awareness Test. Following pretesting, EG

Accordingly, Buckstein (2010) explored the relationship between rhyming ability, PA skills and reading ability by examining the effect of explicit rhyming instruction on those skills. The participants of the study were (18) kindergarten children. They were randomly assigned to experimental group (N=9) and control group (N=9). Seven subtests from the Phonological Awareness Test (PAT) were applied to both groups before and after the treatment. The results confirm the effect of explicit rhyming instruction on improving early reading abilities and PA skills among the

To enhance my content knowledge on phoneme awareness, I chose to read the article, “Tell me about Fred’s Fat Foot Again: Four Tips for Successful PA Lessons,” from the Reading Teacher journal, written by Bruce A. Murray. In the article, Bruce shares four research-based techniques that have been proven to enhance students’ phoneme awareness. The four techniques are: introducing a limited group of phonemes one at a time, making phonemes memorable and helping them learn the phonemes vocal boundaries, providing phenome-finding practice so that children learn to detect the phoneme in spoken-word contexts and applying phoneme knowledge to partial alphabetic decoding equipping students to read words.

Native Languages: Mixed. Target Language: English. Background Information: Intermediate level, students on an intensive course. Data Source: student compositions.