Use Of Cognition Through Intentional Thinking Essay

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”

According to Stanovich (1986) and Kaminksi & Powell-Smith (2016), phonological awareness stands out as the highest predictor of reading acquisition. Phonological Awareness (PA) is the process in which students learn that words are made up of phonemes (sounds) and learn each individual phoneme (Eissa, 2014). PA is the ability to recognize rhymes, counting syllables, and separating the beginning sound from the ending sound (e.g. /c/ from /at/) (Yopp & Yopp, 2000). More than twenty percent of kindergarten and first grade students struggle with an aspect of PA; furthermore eight to ten percent show significant delays (Trehearne, 2003).

Kaylene Beer pointed out several significant areas of reading comprehension that help students increase their fluency. Inferences is a skill that helps students with their understanding of written text. Content area teachers must model and give large amounts of practice for developing this skill. Bear also discussed in chapter eleven word recognition which has a direct connection with fluency and reading comprehension. As she pointed out students need a repertoire of skills beyond sounding it out to help struggling readers with recognizing unfamiliar words (Beer,2003). We need to teach students strategies that can be used to comprehend the text not just give the meaning of

According to the article, Supporting phonemic awareness development in the classroom, educators are displaying difficulties defining the word phonemic awareness. At times, educators would confuse the word phonemic awareness with phonetics, phonics or auditory discrimination. “Phonemic awareness is the awareness that the speech stream consists of a sequence of sounds—specifically phonemes, the smallest unit of sound that makes a difference in communication.” A slight change of a phoneme in a word can change the thought and meaning behind the sentence. To gain a better understanding of the term phonemic awareness, the articles break it up into two superordinate constructs: phonological awareness and meta linguistics. Phonemic awareness is a sub skill of the word phonological awareness, which refers to the ability to control each phoneme. Meta linguistic refers to the thinking of one's language and “phonological awareness refers to a sensitivity to any size unit of sound.” Examples of phonological awareness are the ability to recognize rhyming words, identify each phoneme in a word, count syllables, and separate the beginning of a word from its ending. Overall, phonemic awareness, phonological awareness and meta linguistic awareness are all connected to one another.

Phonemic awareness is one of the five components of reading in which students must gain knowledge and manipulation of sounds in spoken words. We know that phonemic awareness is important in learning to read languages that are based on an alphabet. It may also be used as a prediction tool for how well a student will learn to read. Phonemic awareness helps young children use more advanced ways of learning new words that involves forming connections between visual information about a word as it appears in print, its meaning, and pronunciation. To add, phonics is the relationship between written and spoken letters and sounds. Phonics instruction is intended to help young readers understand and use the alphabetic principle. Systematic phonics instruction improves comprehension and impacts word

The goal of phonic instruction is to aid in identifying the sounds in unfamiliar written words (K12 Reader, n.d.). This is harder for some children to pick up than others. The English alphabet consists of 26 letters. Of these 26 letters, there are 44 sounds associated (Kizphonics, n.d.) for instance, the letter c and k have the same sound. Having and understanding of the sounds, when on their own or blended, will help children become fluent readers, by knowing how to sound out written words that they have not been exposed to. Using phonics to sound out will the help the child to know the word next time they see it (Wang, 2017). Research into phonics suggests that children need to be both explicitly and systematically taught phonics instruction. This is done through methods such as songs, word sorting, making and creating words, scripted teacher directions, worksheets and games (Mesmer & Griffith, 2005 p370). For example, during a writing piece, the teacher may write half of the sentence explicitly showing the sounds and letter relationship, but relies on the student to finish the sentence using their sounding out skills. Along with the many different options of explicit teaching materials, supplying reading books that engage the reader will help the children come back time and time again (Emmitt, Hornsby & Wilson, 2013 p13), helping to match spoken language with written, and grow their letter sound relationships.

Phonemic Awareness is the ability to notice, think about, and work with individual sounds in words (Phonemic Awareness, 2015). Often phonemic awareness is said to be the same thing as phonics, however they are completely different. Phonics is the understanding that there is a relationship between letters and sounds through written language; but phonemic awareness is the understanding that the sounds of spoken language work together to make words (Phonemic Awareness, 2015). Phonemic Awareness plays a part in the broader spectrum of phonological awareness; and just like phonics, phonological awareness can be mistaken for phonemic awareness as well. However, they are not the same because phonemic awareness is a smaller component to the much broader

Phonics—the knowledge that letters of the alphabet represent phonemes, and that these sounds are blended together to form written words. Readers who are skilled in phonics can sound out words they haven't seen before, without first having to memorize them.

“Phonemic awareness is the awareness that the speech stream consists of a sequence of sounds- specifically phonemes, the smallest unit of sound that makes a difference in communication” (Yopp & Yopp, 2000). Research has indicated that phonemic awareness is a requirement when learning to read (Tompkins, 2014, p. 150). The reason that phonemic awareness is so instrumental when learning how to read is because one must be attentive to the different sounds that make up a word and how these sounds work. They must also be able to make the connections between these sounds and the word

To read one must be able to identify words through word recognition. To develop these skills, children need to become phonemically aware. This means that students have the ability to break apart the words and make the sounds. They then need decoding skills, or the how something sounds when spoken. The last important skill they need is sight vocabulary. These are the words that children can identify automatically, without sounding them out. Readers also use comprehension, meaning they gain the ability to understand the words over time. To develop comprehension, children need background knowledge of the subject area, meaning that the person has read or had a personal experience on the subject. examp: The student knows the parrot is red with green

Phonemic awareness is defined as the children’s basic understanding that speech is composed of a series of individual sounds. This area of reading is when children notice the different sounds in words. The children learn to segment the sounds in words and how to blend them together. Phonemes are the sounds of a single letter and the sounds that children hear in words. Phonemes are the sounds that children hear in words. They can be represented by two graphemes. For example, in the word puck the phoneme is /k/ and the grapheme is –ck. When working with a student on phonemic awareness the teacher should never use letters. Phonemic awareness is when children recognize sounds in words. There are five different phonemic awareness

Although word recognition, decoding, and fluency are building blocks of effective reading, the ability to comprehend text is the ultimate goal of reading instruction. Comprehension is a

Comprehension strategies are used as part of an effective reading program to teach students how to monitor their understanding of what they have read. Additionally, students learn where and how to implement these strategies to derive meaning and clear up any areas of text that are confusing. These strategies help students monitor their understanding of the text by making predictions, attaching the content to prior experiences, and asking questions about the text to deeper their understanding (Reading Rockets, n.d.). When students understand what they read, they can summarize or retell facts or stories from various genres (Reading Rockets, n.d.).

Reading is believed to be an easy task, something we all learning and develop through the years as we grow, however, is it really that simple? To reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), “a combination of techniques is effective for

In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching