So what happens when you havepoor PA, so you hear the word spoken but can’t hear the smaller parts ?
Children would struggleto even spell the wordssiptaptinsnapant(Green level sound pics)without memorising the wholewords.Why?They can’t ‘hear’ the smallerparts, segment and blend themin order to choose a speechsound pic (phoneme) toplace on the page.
Research has identified phonemic awareness as the most potent predictor of success in learning to read. It is more highly related to reading than tests of general intelligence, reading readiness, and listening comprehension (Stanovich, 1986,1994). The lack of phonemic awareness is the most powerful determinant of thelikelihood of failure to learn to read because of its importance in learning the English alphabetic system or how print represents spoken words. If children cannot hear and manipulate the sounds in spoken words, they have an extremely difficult time learning how to map those sounds to letters and letter patterns - the essence of decoding. (Adams, 1990). It is the most important core and causal factor separating normal and disabled readers (Adams, 1990). It is central in learning to read and spell (Ehri, 1984).
Hallie Kay Yopp, Ph.D, Professor, Dept. of Elementary and Bilingual Education,CSU FullertonProfessor Yopp addresses the critical role of phonemic awareness in the early stages of reading acquisition. She defines phonemic awareness as "the awareness that phonemes exist as abstractable and manipulable components ofspoken language. It is the ability to reflect on speech and experiment (play) with its smallest components (phonemes). Phonemic awareness is not phonics and not auditory discrimination.“ The research outlines a progression of phonemic awareness development in pre- school, kindergarten, and early first grade that includes the ability: to hear rhymes or alliteration to blend sounds to make a word (e.g., /a/-/t/ = at) to count phonemes in words ( how many sounds do you hear in "is"?) to identify the beginning, middle, and final sounds in words to substitute one phoneme for another (e.g., change the /h/ in "hot" to /p/) to delete phonemes from words (e.g., omit the /c/ from "cat")
With poor phonemic awareness ‘phonics’ won’t make much sense, and yet we do also need children to learn about thealphabetic code in order to develop fluency and comprehension. Surely it would make economic sense for the government to invest in a specific phonemic awareness based program that can be used within the new Early Years Learning Framework, as a preventative approach? This can be delivered in small groups and on a 1:1, in just 15 minutes per day for the 3 months prior to starting their Prep / Foundation Year.One purpose for this project is to give evidence that such a program is worthinvestigating, and funding. Any EY educator can be trained, and even though quality will differ (as with any program delivery) Speedy SSP is specific. (I do not know of any EY programs that are specific with regards to its delivery. This means that all are open to interpretation)
The SSP Approach is being developed to help teachers wire all brains for reading and spelling by ensuring that every child develops phonemic awareness before being introduced to the speech sound to speech sound pic (phoneme) ie print.