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The needs and dispositions of preschool-aged children and best practices for teaching them language arts.
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This document provides an overview of effective phonics instruction strategies. It discusses how phonics instruction helps children understand the relationship between letters and sounds. It recommends that instruction be explicit, systematic, teach the most common letters and sounds first, introduce a few at a time, and ensure students understand how to use letter sounds to read words. The document also emphasizes providing opportunities for students to apply their phonics knowledge through reading decodable text and considering students' needs when selecting texts. It suggests teaching phonics in small groups or one-on-one and scaffolding instruction to meet students' individual needs.
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This document provides an overview of effective phonics instruction strategies. It discusses how phonics instruction helps children understand the relationship between letters and sounds. It recommends that instruction be explicit, systematic, teach the most common letters and sounds first, introduce a few at a time, and ensure students understand how to use letter sounds to read words. The document also emphasizes providing opportunities for students to apply their phonics knowledge through reading decodable text and considering students' needs when selecting texts. It suggests teaching phonics in small groups or one-on-one and scaffolding instruction to meet students' individual needs.
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Early literacy plays an important role to perform better in school. As a teacher, it is our responsibility to help our children to develop effective literacy skills. In this session, we will explore effective ways to facilitate children who will learn to read and read to learn.Reading and writing macroskills
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This document discusses phonological awareness and its importance for reading success. Phonological awareness is the ability to recognize and manipulate sounds in spoken words, while phonemic awareness is a sub-skill focusing on the smallest units of sound. The document outlines a phonological awareness continuum from broader skills like rhyming to finer skills like manipulating individual phonemes. It emphasizes that phonemic awareness is the strongest predictor of reading success and discusses teaching phonological awareness explicitly through activities targeting different sound levels.
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The document provides guidance for teachers on developing students' oral language skills through carefully planned classroom interactions where English is the sole language used, and the teacher acts as a language model, guide, helper and ally by creating a comfortable environment and adjusting their language based on students' needs and abilities. It emphasizes acquiring functional language through natural language use, language routines, building up and breaking down vocabulary, and providing multiple opportunities for practice.
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This engaging Webinar will address:
The relationship of phonics to phonemic awareness, vocabulary, fluency, and comprehension.
The relevance of phonics instruction for developing readers, accelerated readers, and struggling readers.
How to get results through practical strategies for providing each learner with instructional support and adequate opportunities for application and practice.
Issues in literacy 2.3
This document discusses and compares the communicative approach and grammar translation method for teaching literacy.
The communicative approach, developed in the 1970s, focuses on using written, verbal and non-verbal communication through choices, creativity and group-based dialogue. It excludes the first language and prioritizes meaning over strict grammar forms. In contrast, the grammar translation method uses direct translation between the first and target languages and prioritizes important grammar forms over meaning.
The author argues that the communicative approach is more favorable for acquisition and careers that require cooperation, customer service and dialogue. Strict grammar lessons can stunt listening and speaking abilities, while communication creates a better learning environment, especially with today's technology and media.
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Phonics instruction teaches students the relationship between sounds and letters. It involves teaching students letter sounds, common spelling patterns, and having students practice decoding words. Effective phonics instruction is systematic, explicit, introduced early, and improves students' reading comprehension, word recognition, and spelling. It benefits all students, including those struggling with reading or at risk for difficulties.
Common challenges
Students with dyslexia often face challenges with language, reading, and written language. Some common language challenges include difficulties with pronunciation, vocabulary, and receptive language skills. Reading challenges can include problems with phonological awareness, phonics, fluency, comprehension, and recognizing sight words. Written language struggles may involve planning, expressing ideas, spelling, proofreading, handwriting, and formatting. These individuals also frequently have issues with rapid naming, memory, distractibility, and inconsistent school performance.
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Heidi Hyte, Reading Horizons ESL Director, will discuss this topic in an exclusive web presentation. You will learn:
--The relevancy of teaching phonics to ELLs.
--Specific English language skills that ELLs gain.
--Reasons for teaching phonics to ELLs of various levels.
Early Reading Skills
The document discusses the importance of early reading skills like phonemic awareness. Phonemic awareness involves understanding that spoken words are made up of individual sounds. It is an important precursor to learning letters and reading. Effective phonemic awareness instruction should involve modeling sounds, using games to blend and segment sounds, and progressing from larger to smaller linguistic units. Assessments like DIBELS can track students' phonemic awareness skills and progress. Interventions should explicitly teach sounds at the phoneme level and integrate phonological awareness with letter knowledge.
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The document discusses key concepts about language including definitions, the nature and attributes of language, and strategies for effective oral language. It defines language as a system of symbols used to convey thought from one person to another. It also discusses that language is dynamic, words have multiple meanings, and meanings exist in people's minds rather than in words themselves. Language is influenced by culture and time. Effective oral language should be clear, direct, appropriate for the audience and occasion, and vivid through the use of imagery.
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2. Good phonics instruction develops an understanding of the alphabetic principle, phonological awareness, letter knowledge, and automatic word recognition as part of a balanced reading program.
3. The National Reading Panel found that systematic phonics instruction improves decoding, spelling, and reading comprehension for students of all backgrounds and prevents reading difficulties.
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This document discusses pragmatic development and communicative competence, focusing on speech acts such as requests, the importance of context, and how children can improve their communication skills. It covers topics like linguistic vs. communicative competence, indirect vs. direct requests, the role of status and culture in language use, challenges preschoolers face, and strategies like modeling and reinforcement to help children communicate more effectively.
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The document defines key terms in English Language Arts (ELAR) education from A to Z. Each letter defines a term, such as "A is for Automaticity", which is defined as the ability to read words quickly without pausing. Other terms defined include brainstorming, choral reading, drafting, editing, and high frequency words. The document provides concise definitions of foundational ELAR concepts in a alphabetical list format.
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This document discusses factors that affect students' listening comprehension. It identifies internal factors like language proficiency, background knowledge, motivation, and psychological factors. External factors include the speaker's delivery, accents, content and context of listening materials. To improve listening comprehension, the document recommends teaching pronunciation, vocabulary, grammar, inference skills, prediction, and note-taking.
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This document provides an overview of oral language development for pre-K students. It discusses how oral language is the foundation for literacy, and how building children's oral language skills through experiences will improve their reading abilities. It also describes the importance of language for communication and thinking, and outlines strategies for developing children's receptive language through listening, and expressive language through purposeful talk, rhyming, and alliteration activities. The document emphasizes that oral language development should be integrated throughout the pre-K day, including during centers, conversations, transitions, and songs.
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The document discusses the importance of oral language development and its connection to literacy. It covers stages of language development from infancy through elementary school age and conditions that support language learning. Additionally, it addresses components of reading development including phonemic awareness, phonics, sight words, fluency, and comprehension.
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This document discusses phonological awareness and its importance for reading success. Phonological awareness is the ability to recognize and manipulate sounds in spoken words, while phonemic awareness is a sub-skill focusing on the smallest units of sound. The document outlines a phonological awareness continuum from broader skills like rhyming to finer skills like manipulating individual phonemes. It emphasizes that phonemic awareness is the strongest predictor of reading success and discusses teaching phonological awareness explicitly through activities targeting different sound levels.
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This document provides an overview of oral language development and its importance for early literacy. It discusses key findings from research that children who develop strong oral language skills have an advantage in later reading comprehension. The document outlines stages in language development from birth to age 6. It also describes 5 components of oral language and best practices for instruction, including shared book reading, songs/rhymes, storytelling, circle time, and dramatic play. Research supporting the effectiveness of these practices is referenced.
The Three R's of Phonics Instruction: Relationships, Relevance, and Results
This engaging Webinar will address:
The relationship of phonics to phonemic awareness, vocabulary, fluency, and comprehension.
The relevance of phonics instruction for developing readers, accelerated readers, and struggling readers.
How to get results through practical strategies for providing each learner with instructional support and adequate opportunities for application and practice.
Issues in literacy 2.3
This document discusses and compares the communicative approach and grammar translation method for teaching literacy.
The communicative approach, developed in the 1970s, focuses on using written, verbal and non-verbal communication through choices, creativity and group-based dialogue. It excludes the first language and prioritizes meaning over strict grammar forms. In contrast, the grammar translation method uses direct translation between the first and target languages and prioritizes important grammar forms over meaning.
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Phonics instruction teaches students the relationship between sounds and letters. It involves teaching students letter sounds, common spelling patterns, and having students practice decoding words. Effective phonics instruction is systematic, explicit, introduced early, and improves students' reading comprehension, word recognition, and spelling. It benefits all students, including those struggling with reading or at risk for difficulties.
Common challenges
Students with dyslexia often face challenges with language, reading, and written language. Some common language challenges include difficulties with pronunciation, vocabulary, and receptive language skills. Reading challenges can include problems with phonological awareness, phonics, fluency, comprehension, and recognizing sight words. Written language struggles may involve planning, expressing ideas, spelling, proofreading, handwriting, and formatting. These individuals also frequently have issues with rapid naming, memory, distractibility, and inconsistent school performance.
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Reading Horizons is an effective phonics method for teaching ELL students. To learn more visit www.readinghorizons.com/elevate
Ever wonder if teaching phonics to English Language Learners (ELLs) works?
Heidi Hyte, Reading Horizons ESL Director, will discuss this topic in an exclusive web presentation. You will learn:
--The relevancy of teaching phonics to ELLs.
--Specific English language skills that ELLs gain.
--Reasons for teaching phonics to ELLs of various levels.
Early Reading Skills
The document discusses the importance of early reading skills like phonemic awareness. Phonemic awareness involves understanding that spoken words are made up of individual sounds. It is an important precursor to learning letters and reading. Effective phonemic awareness instruction should involve modeling sounds, using games to blend and segment sounds, and progressing from larger to smaller linguistic units. Assessments like DIBELS can track students' phonemic awareness skills and progress. Interventions should explicitly teach sounds at the phoneme level and integrate phonological awareness with letter knowledge.
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This document provides guidance for assessing students' understanding of how spoken language adapts based on context. It outlines the assessment criteria for bands 3 through 5, with the highest band (5) requiring a "perceptive understanding" of how language changes according to situation as well as how speakers' language choices can influence others. Examples are used to support responses at each band level.
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The document discusses key concepts about language including definitions, the nature and attributes of language, and strategies for effective oral language. It defines language as a system of symbols used to convey thought from one person to another. It also discusses that language is dynamic, words have multiple meanings, and meanings exist in people's minds rather than in words themselves. Language is influenced by culture and time. Effective oral language should be clear, direct, appropriate for the audience and occasion, and vivid through the use of imagery.
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The document outlines the five essential components of reading: phonics, phonemic awareness, vocabulary, fluency, and reading comprehension. It provides a brief definition and examples of how each component is developed and applied when reading. Phonics involves connecting sounds to letters, phonemic awareness focuses on the sounds within words, vocabulary is understanding the words, fluency is reading with speed and expression, and comprehension integrates all the components to derive meaning from text. Developing skills in all five areas is necessary for children to become successful readers.
NRP Phonics Presentation
1. Systematic phonics instruction teaches the relationship between letters and sounds and how to blend sounds to read words. It has been shown to significantly improve reading ability for students in kindergarten through 1st grade.
2. Good phonics instruction develops an understanding of the alphabetic principle, phonological awareness, letter knowledge, and automatic word recognition as part of a balanced reading program.
3. The National Reading Panel found that systematic phonics instruction improves decoding, spelling, and reading comprehension for students of all backgrounds and prevents reading difficulties.
Pragmatic Development
This document discusses pragmatic development and communicative competence, focusing on speech acts such as requests, the importance of context, and how children can improve their communication skills. It covers topics like linguistic vs. communicative competence, indirect vs. direct requests, the role of status and culture in language use, challenges preschoolers face, and strategies like modeling and reinforcement to help children communicate more effectively.
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This document describes a phonics seminar called "Phonics Olympics" that uses games and activities inspired by the Olympics to teach phonics skills in a fun and motivating way. The seminar leader will lead various phonics-based games and activities like "alliteration relay" and "sound hopscotch" that get students moving and practicing phonics. The document provides background research on the importance of phonics instruction and motivating students. It also includes details on the theoretical basis, specific events/games, assessments, and references to support the phonics Olympics approach.
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The document defines key terms in English Language Arts (ELAR) education from A to Z. Each letter defines a term, such as "A is for Automaticity", which is defined as the ability to read words quickly without pausing. Other terms defined include brainstorming, choral reading, drafting, editing, and high frequency words. The document provides concise definitions of foundational ELAR concepts in a alphabetical list format.
Remedial Listening
This document discusses factors that affect students' listening comprehension. It identifies internal factors like language proficiency, background knowledge, motivation, and psychological factors. External factors include the speaker's delivery, accents, content and context of listening materials. To improve listening comprehension, the document recommends teaching pronunciation, vocabulary, grammar, inference skills, prediction, and note-taking.
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This document provides an overview of a professional development workshop on Literacy 2.0. The summary is:
The workshop will help participants 1) develop an understanding of Web 2.0 tools and Literacy 2.0, and 2) increase understanding of effective literacy instruction components in order to 3) plan ways to incorporate Web 2.0 tools in their classrooms to boost literacy learning.
Don’T Keep Them In The Dark! 03
The document discusses strategies for teaching metaphors to English language learners. It notes that metaphors present a language problem for second language acquisition as learners often only grasp the concrete meaning and lack cultural references. It recommends teaching both conventional and imaginative metaphors using meaningful contexts. Specific strategies include comparing cultural metaphors, studying metaphor etymology, using theme-based metaphors, conducting ethnographic research of metaphors used in different contexts, and having students write about experiences using metaphors.
Research: Student Journals
This presentation discusses common errors made by English language learners based on analysis of student journals. It defines key linguistic concepts like phonology, morphology and syntax. Examples of errors include subject-verb agreement errors due to imperfect learning or influence from the native language. The presentation emphasizes the importance of giving students opportunities to write about meaningful topics and integrating writing into instruction to help students develop their English skills.
Reading With English Language Learners
The document provides information and strategies for teachers to help English Language Learners (ELLs) with reading. It discusses who ELL students are, the challenges they face with English reading, and strategies teachers can use at the word, text, and whole-classroom level to support their reading development in English. These include utilizing students' native language skills, incorporating their cultures, using multicultural literature and videos, and providing multiple opportunities for oral language practice.
Ellp staff meeting 3
English Language Learning Progression. Focus REading, Vocabulary, BICs & CALPs, Teaching & Learning Links.
Paper 12...presentation
The document discusses various topics related to language learning and teaching, including definitions of language, learning, and teaching. It also discusses principles of language learning such as cognitive, affective, and linguistic principles. Additionally, it covers language learning strategies and challenges, approaches to language teaching, and specific teaching methods.
Words Their Way
This document outlines the Word Study method for examining words to improve reading and writing. It describes the stages of spelling development from preliterate to derivational constancy. Key aspects of implementation include assessing students' levels, determining instructional groups, and establishing a weekly routine incorporating word recognition, recall, sorting, and application activities. The goal is to move students toward automatic word recognition by focusing instruction on their current orthographic knowledge.
Assessing and teaching spelling
This document provides guidance on teaching spelling to students. It recommends not teaching spelling yourself, but rather having students make their own connections. It also suggests teaching spelling patterns in order of complexity and finding patterns in words each week. Visualization strategies like tracing letters in the air can help students learn spelling, as can understanding word parts and meanings. Mastering a core vocabulary, spelling skills, and experience with words are essential components of spelling. Phonological awareness, orthography, and vocabulary are also important concepts for students. Special needs students may need a stronger focus on rules and skill-building, and visual strategies can help them recognize words.
Literacy unit overview
Children develop an understanding of language and writing. They explore letters and sounds, and how words are assembled according to rules. The unit focuses on developing children's understanding of symbols, text structures, sound and letter knowledge, and creating their own texts. Assessments include observation, writing about characters, an oral presentation, and exhibiting their own robots with written explanations.
Parent reading information night
This is the slideshow that was created by First Grade teachers and the School Librarian for a parent night. The slidde show discusses what Reading Workshop, Guided Reading, and Word Work look like in the first grade classrooms. Helpful hints about how to read with your child were also presented.
EFFECTIVE FLUENCY STRATEGIESStudent NameUniversity NameDat.docx
EFFECTIVE FLUENCY STRATEGIES
Student Name
University Name
Date
Instructor Name
Five critical components:
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension strategies
Identifying words accurately and fluently
Constructing meaning once words are identified
Research indicates that students need to acquire skills and knowledge in at least five main areas in order to become proficient readers
The National Account Panel (in accordance with the No Child Left Behind Act) completed all-encompassing analysis to determine the a lot of able way to advise acceptance how to read. The research revealed that if the afterward 5 apparatus are finer taught, they lead to the accomplished adventitious of account success (known as the 5 pillars of reading): phonemic awareness, phonics, fluency, vocabulary, and comprehension.
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PHONEMIC AWARENESS—The knowledge and manipulation of sounds in spoken words.
VOCABULARY DEVELOPMENT—The knowledge of words, their definitions, and context.
READING COMPREHENSION STRATEGIES—The understanding of meaning in text.
PHONICS—The relationship between written and spoken letters and sounds.
READING FLUENCY, INCLUDING ORAL READING SKILLS—The ability to read with accuracy, and with appropriate rate, expression, and phrasing.
In five components, first one is phonemic awareness that defines the knowledge and manipulation of sounds in spoken words. Through the phonics, the relationship between written and spoken letters and sounds are cleared. By the oral reading skills, the ability to read with accuracy, and with appropriate speed, expression, and phrasing is included. The knowledge of words, their definitions and context are included in the vocabulary development. The understanding of the meaning in text is cleared through the reading comprehension strategies.
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What is reading fluency?
Accuracy in reading words correctly.
Reading not too fast and not too slow.
Expressions with feeling.
Follow most or all the punctuation marks.
Sounds like talking.
Fluency has natural phrasing and intonation .
Fluency in reading is including accuracy, rate, expression, and punctuation. Accuracy-Accuracy in reading words correctly. Rate-Reading not too fast and not too slow. Expressions-Expressions with feeling, fluency has natural phrasing and intonation . Punctuation - Follow most or all the punctuation marks. Sounds like talking.
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Strategies for Developing Reading Fluency
Model Fluent Reading
Do Repeated Readings in Class
Promote Phrased Reading in Class
Enlist Tutors to Help Out
Enlist Tutors to Help Out
Try a Reader's Theater in Class
In order to read fluently, students must first hear and understand what fluent reading sounds like. From there, they will be more likely to transfer those experiences into their own reading. Repeated readings as a way to help students recognize high-frequency words more easily, thereby strengthening their ease of reading. Having students practice readin ...
Spelling workshop powerpoint
This document outlines a phonemic awareness and spelling workshop for Sacred Heart school. It discusses the need for the workshop based on NAPLAN results, teacher observations, and concerns from upper primary teachers. It provides background on the importance of oral language, phonics, and phonemic awareness for spelling. It then describes the Sound Waves program that will be used, focusing on individual sounds and letter options each week, and how students will be supported in small groups.
Chapter 2 powerpoint
1) The document discusses theories of language development including behaviorist, nativist, and interactionist theories. It also outlines the key components of language including phonology, morphology, syntax, semantics, and pragmatics.
2) Assessment strategies for language skills are described including both formal standardized tests and informal methods like analyzing speech samples. Strategies to support language development in students with various disabilities or learning needs are also provided.
3) Theories of language, components of language, assessment strategies, and supporting language development in different populations are the major topics covered in the document.
Presentation-for-Literacy.pptx
This document discusses several theories and concepts related to beginning reading instruction. It describes the bottom-up theory which emphasizes mastering basic phonics and phonemic awareness skills before reading words. The whole language/psycholinguistic theory takes a top-down approach and focuses on authentic texts. Schema theory builds on background knowledge to aid reading. Metacognitive theory teaches reading strategies to increase awareness. Finally, it identifies five key early literacy skills that affect reading performance: phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension.
Strategies and skills during shared reading for esl
Shared Reading is an effective way to teach ESL students reading strategies. This presentation describes ways to make shared reading a valuable tool in teaching reading to ESL students.
Approaches to teach reading
The document discusses three main approaches to teaching reading:
1. The Language Experience Approach (LEA) uses students' own words and experiences to create reading material. It helps develop language skills.
2. The Phonics Approach teaches the relationship between letters and sounds. It helps students recognize familiar words and decode new words.
3. The Sight Word Approach teaches high frequency words that are recognized instantly without sounding out. It provides a base for beginning reading.
Each approach has different activities to practice skills like matching pictures, word/letter hunts, blending sounds, and integrating language skills through poems. Videos and songs can also be used in phonics instruction.
Similar to Age group presentation preschoolers (20)
Supporting Low Level Readers in the Common Core Classroom
Supporting Low Level Readers in the Common Core Classroom
EFFECTIVE FLUENCY STRATEGIESStudent NameUniversity NameDat.docx
EFFECTIVE FLUENCY STRATEGIESStudent NameUniversity NameDat.docx
Strategies and skills during shared reading for esl
Strategies and skills during shared reading for esl
Age group presentation preschoolers
- 1. Preschoolers Their Dispositions and Needs in English Language Arts
- 3. ELA Standards for Reading & Writing Print Concepts Phonological Awareness Beginning Phonics Familiar Word Recognition Reading Comprehension Letter-naming & Letter- forming Vocabulary
- 4. ELA Standards for Listening & Speaking Use Oral Language in Everyday Activities Listening Comprehension (Read-Alouds) Demonstrate Understanding of Stories or Poems Through Speech Politeness in Conversation
- 5. Emotional & Social ConsiderationsTreat Classroom Procedures Explicitly Pair Students & Assign Buddies Use Multisensory Approaches & Manipulatives Choose Literature that Respects their Needs & Interests Include their Families
- 6. Best Practices for ELA Instruction Modeling Frequent Reading Interaction With Books & With Peers Explicit, Systematic Instruction in Phonological Awareness Letter-naming & Letter-forming Fluency
- 7. Best Practices for ELA Instruction Modeling Frequent Reading Interaction With Books & With Peers Explicit, Systematic Instruction in Phonological Awareness Letter-naming & Letter-forming Fluency