Word Study Children

There are many components to building a student’s reading skill set. One skill that is introduced in preschool and developed through the primary grades is phonemic awareness. The term phonemic awareness is defined as the ability to hear, identify, and manipulate phonemes – individual sounds. The child becomes aware of how sounds are connected to words prior to reading. This awareness creates the understanding of how phonemes explains how the smallest part of sound creates a difference in sound to the meaning of a word. Therefore, the ability to dismantle words, and reassemble them, and then to alter the word into something different explains the concept behind phonemic awareness. It is the primary foundation in which other reading skill sets are according based.

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”

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

Another method of helping children develop and help with language development is through a “word wall”. Word walls are a systematically organized collection of words displayed in large letters on a wall or another large display placed in the classroom (Gursky, 2007; McCarrier, Pinnell, & Fontas, 2000). For example: an educator can display the ABC’s around the classroom in large letters. When the educator sings the ABC song the students are also following along looking and familiarizing each letter. This is a very effective way in teaching the child his or hers ABC’s. That’s how I learned my ABC’s in kindergarten, and that’s how I taught my daughter’s their ABC’s at an even younger age. Repeating the ABC’s and simultaneously showing the child images of living and or non-living things that begin with the letters. The child will familiarize with both images and letters. School aged students, using a word wall for their sight words such as “the” “and” “to” will help the child to being reading short

Phonemic Awareness refers to the knowledge that spoken words can be broken apart into smaller segments of sound known as phonemes. We learned about two levels of PA, one is auditory-you can do this in the dark and the other is matching sounds to letters. Reading to children at home—especially material that rhymes—often develops the basis of phonemic awareness. Not reading to children will probably lead to the need to teach words that can be broken apart into smaller sounds. Correlational studies have identified phonemic awareness and letter knowledge as the two best school-entry predictors of how well children will learn to read during their first 2 years in school. This evidence suggests the potential instructional importance of teaching PA to

Reading begins with a foundation in spoken language. Children must understand the relationship between the ways words sound and how they look and relate to one another on paper. Early exposure to reading and writing introduces children to emergent literacy. They learn that printed words are meaningful, there are different forms of printed matter, there are rules for spoken language transcribed and there are some predictable conventions of written language. Children are effective readers when they exhibit phonological awareness and are capable of identifying distinct sounds that make up words. When presented with phonological awareness,

According to Adams, students who struggle with phonemic awareness will struggle with “how sounds work in print...they will not have the ability to “listen inside a word” and “listen to the sounds they hear”” (Adams, n.d, p. 119). According to Cooter and Reutzel, students need to understand that “spoken language is made up of smaller units such as phrases, words, syllables and phonemes” (Cooter & Reutzel, 2016, p. 116). Along with letter knowledge instruction, phonemic awareness sets students up to succeed in the crucial skills of decoding, fluency and comprehension. If students are aware of the letters, the sounds they make, and how to manipulate the beginning, middle and ending sounds in words. These skills make the complex of decoding easier because students know how to recognize letter sounds and can manipulate them. Students can use their oral language skills, phonemic awareness, and background knowledge when they sound out a word to see if it makes sense. Thus, when students increase their reading accuracy, they are improving their fluency, when they improve their fluency, they are more likely to understand what they are reading, which builds comprehension. This process is going to be more difficult for the student, if the student does have an adequate knowledge of phonemic

There have been various research studies and debates about how children learn. It started with Webster Spellers and their popular method of reading instruction, which was replaced with alphabetic and phonics methods. The debate soon became about phonics and whole-word method. They found that not one method worked for all children. Soon peoples thinking shifted to learning to read, should be as natural as learning to talk. Current research has found that whole-language and code-focused instruction are important for developing readers. Language helps us navigate through like. Oral language is vital groundwork of literacy instruction. Children with stronger oral communication read more fluently, than those who struggle with oral communication. Language skills identified with reading include vocabulary, metalinguistic awareness, and listening comprehension. Children’s vocabulary is correlational to their literacy skills. Explicit instruction is crucial for proficient literacy to develop in children.

Phonemic awareness is an auditory skill. It is “the understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced” (Learning, 2004). Phonemic awareness is the first step to learning how to read. It is a skill that needs to be taught from a very young age, this is because the more a child’s phonemic awareness is developed the better their development in reading will be (A guide to effective instruction in reading, 2003). The skill of phonemic awareness is essential to a child’s ability to make meaning, as ‘it involves the ability to detect, count, segment, blend and manipulate’ the different sounds in words (Fellowes, & Oakley, 2014). Phonemic awareness is the basis of reading and

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.

Hallie Yopp and Helen Yopp (2000) believe that the amount of time devoted to phonemic awareness in the classroom is not important but rather the quality and responsiveness of instruction are. Hallie Yopp and Helen Yopp (2000) believe rich linguistic environments that have a rich vocabulary, syntactic complexity, and decontextualized language can be implemented in a variety of ways which include, but not limited to, literature sharing, music, and movement experiences. According to Hallie Yopp and Helen Yopp (2000) phonemic awareness activities should be playful, deliberate in focusing on the sound structure of spoken language, and readily included in a comprehensive reading program.

Reading instruction can only be successful when a teacher incorporates all of the major content strands of the reading process into their lesson plans, phonemic awareness is the starting point of this process. Phonemic awareness is, in its most simple terms, is the conscious awareness of the sounds in words (Hill, 2012, p.137). An example of this would be a child who can recognise the sounds /c/, /a/ and /t/ in the word cat and understand when those sounds are put together they form a word and that this theory can be applied to all words. By using explicit teaching methods, a child will have been well supported in developing their phonemic awareness, this lays the foundation for the further development of their reading skills. These explicit

“Phonemic awareness is the ability to hear, identify, and manipulate individual sounds-phonemes--in spoken words. Before children learn to read print, they need to become more aware of how the sounds in words work. They must understand that words are made up of speech sounds, or phonemes (the smallest parts of sound in a spoken word that make a difference in a word 's meaning).” (WriteExpress Corporation, 2015) Phonemic awareness is very important with children learning to read because it helps them learn to sound out words in spelling, identify and categorize sounds, and delete or add sounds to make new words with blending. This skill would often be integrated during reading and spelling activities with working with sight and vocabulary words with allowing students to learn how to recognize more words and break them down found within advancing vocabulary terms. For example, if the word football was given to try to sound out.

Oral language is also an important component in reading. When a child enters school, they enter with an amount of oral language and background knowledge that would come from their experiences so far. This knowledge helps them to understand their peers and others around them. The amount of oral language development within is student, directly reflects upon their reading level. The easier it is for a child to speak, the easier it is for them to pick up reading. Reading is not an easy task, but oral language does help with the process. Additionally, oral language would also help with the recognizing and association of words to text that is being read. There may be a situation in which the student is reading about for which they can relate too. This could be due to their prior oral language development. Associating words that are recognized in their vocabulary with words that are in the text creates a link that the student can expand on. This

One of the interferences that teachers must take into consideration is the student’s phonological awareness. In the book Phonics They Use it states that phonological awareness is “the ability to separate sentences into words and words into syllables.” Whereas, phonemic awareness is “the ability to recognize that words are made up of a discrete set of sounds and to manipulate sounds.” Through the developmental stages of a student’s phonological awareness their knowledge of how words are made up of “individual words, words are made up of syllables, and syllables are made up of phonemes (p. 5).” Some activities that build phonological awareness are segmenting, rhyme, and syllables. An activity that can build phonological awareness is segmenting. Segmenting allows students to break words apart by sounds. This process allows the student to