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.
Phonological awareness is a listening and oral language skill that does not involve print. It is the ability to hear and produce the individual sounds heard within words. The early stages of phonological awareness emerge when babies and toddlers mimic sounds heard to say their first words. It is an essential skill because it sets the foundation for phonics - the ability to match sounds to their
correct letter or letter patterns to read words.
Phonological awareness is a listening and oral language skill that does not involve print. It is the ability to hear and produce the individual sounds heard within words. The early stages of phonological awareness emerge when babies and toddlers mimic sounds heard to say their first words. It is an essential skill because it sets the foundation for phonics - the ability to match sounds to their
correct letter or letter patterns to read words.
Significance of phonological awareness for the learners with special needsFarheen Anis
Phonological awareness is the area of oral language that relates to the ability to think about the sounds in a word (the word’s phonological structure) rather than just the meaning of the word.
The Speech Sound Pics Approach has been created by the Reading Whisperer for Australian schools. This presentation shows the research on which SSP is based, as well as an overview regarding HOW to teach any child to read and spell before year 2.
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1. Phonological Awareness
Cheryl Krachkowski
Reading Specialist
October 14, 2019
Objectives:
• Know the difference between phonological awareness
and phonemic awareness
• How does phonological awareness affect reading
success?
• Explore the phonological awareness continuum and
skills
3. What is Phonemic
Awareness?
Phonemic awareness is
being able to hear,
identify and manipulate
phonemes, the smallest
units of sound, that help
to differentiate units of
meaning.
4. When we speak in sentences,
they can be broken down into
words, words into syllables and
then onset-rime. When the word
is broken down into the smallest
part, individual sound, known as
phonemes, the term “phonemic
awareness” is used. Phonemic
awareness is a sub skill of the
broad category of phonological
awareness.
5. The two best predictors of early reading success are alphabet recognition
and phonemic awareness.
Adams, Marilyn Jager (1990). Beginning to Read: Thinking and Learning about Print.
Cambridge, MA: Bolt, Beranek, and Newman, Inc. [ED 317 950]
The lack of phonemic awareness is the most powerful determinant of the likelihood
of failure to read.
Phonemic awareness is the most important core and causal factor in separating
normal and disabled readers.
6. Phonemic awareness has been shown
to be a very powerful predictor of later
reading achievement. In fact, it
[phonemic awareness] is a better
predictor than more global measures
such as IQ or general language
proficiency.
Phonemic awareness is central in
learning to read and spell.
Ehri, Linnea C.(1984). How orthography alters
spoken language competencies in children
learning to read and spell. In J. Downing & R.
Valtin (Eds.), Language awareness and learning
to read (pp. 119-147). New York: Springer
Verlag.
Griffith, Priscilla and Olson, Mary W. (1993).
"Phonological Awareness: The What, Why, and How."
Reading and Writing Quarterly: Overcoming Learning
Difficulties, 9(4) 351-60. [EJ 474 132]
7. ALL [sic] children can benefit from being taught directly how to break up spoken
words into smaller units and how letters represent sounds.
Shaywitz, S., Fletcher, E., et al. (1999). "Persistence of dyslexia: The Connecticut Longitudinal Study
at adolescence." Pediatrics, 104, 1351-1359.
Yes, there really is a difference in brain activation patterns between good and poor
readers. We see the difference when people carry out phonologically based tasks.
And that tells us that the area of difficulty - the functional disruption - in poor
readers relates to phonological analysis. This suggests that we focus on
phonological awareness when trying to prevent or remediate the difficulty in poor
reading. units and how letters represent sounds.
The most comprehensive reading program EXPLICITLY [sic] teaches about the
sounds of language. It teaches children that words can be broken up into these
smaller units of language, that the letters represent this unit of language - phonics.
8. The two best predictors of early reading success are alphabet
recognition and phonemic awareness.
9. Marilyn Jager Adams (1990) provided an outline of five levels of phonemic awareness:
1. Rhyme and alliteration - to hear rhymes and alliteration
2. OddityTasks - comparing and contrasting the sounds of words
3. Blending and splitting syllables
4. Phonemic segmentation - being able to identify and count the individual sounds in a
word
5. Phoneme manipulation - manipulating sounds by taking away or adding a sound,
thereby creating a new word
Nursery rhymes and alliterations help children tune into the
words, syllables, and sounds of language.
13. Rhyme Awareness & Construction
• Identifies words that rhyme
• Produces words that rhyme
14. Alliteration Discrimination & Production
• Discriminates initial phoneme in a selection of words
• Produces alliteration with initial phoneme in at least 2 words
/m/
15. Sound & Word Discrimination
• Segments sentence into words by counting the words in a
short sentence
• Identifies which word is different
• Identifies which sound is different
16. Syllable Segmenting
• Claps syllables in 2 syllable words
• Tells how many syllables in a word
• Claps 3 syllables in a word
20. Individual Phoneme Isolation
• Isolates the beginning sound in given words
• Isolates the final sound in given words
• Isolates the medial sound in given words
21. Individual Phoneme Blending
• Blends 2 phonemes to make a word
• Blends 3 phonemes to make a word
• Blends 4 phonemes to make a word
22. Individual Phoneme Segmenting
• Says phonemes in words with 2 phonemes
• Says phonemes in words with 3 phonemes
• Says phonemes in words with 4 phonemes
26. Phoneme Manipulation: Phoneme Addition
• Adds beginning phoneme to make a new word
• Adds final phoneme to make a new word
27. Phoneme Manipulation: Phoneme Substitution
• Substitutes beginning phoneme to make a new word
• Substitutes final phoneme to make a new word
• Substitutes medial phoneme to make a new word
28. Phonological Awareness
Turn and Talk
1.Identify the difference between phonological awareness and
phonemic awareness
2.Share why phonological awareness affect reading success
3.Describe two phonological awareness skills
29. Phonological Awareness
Cheryl Krachkowski
Reading Specialist
October 14, 2019
Objectives:
• Know the difference between phonological awareness
and phonemic awareness
• How does phonological awareness affect reading
success?
• Explore the phonological awareness continuum and
skills
