Transcript Phonemic Awareness

Phonological
Awareness, Phonemic
Awareness
and Phonics
TEDU 566
Our Goals for Today

To understand the differences between
phonological awareness, phonemic
awareness and phonics

To learn what research states about the
dimensions of phonemic awareness
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To learn best practices in the area of
phonemic awareness instruction
Studies show that a reader’s ability to
remember, imitate, recall, manipulate,
and articulate sounds is essential to
early reading.
(NICHD,2002)
Phonological Awareness
The ability to attend to the sound structure of language
Levels of phonological awareness
• Word awareness
• Syllable awareness
• Sound awareness
Phonemic Awareness
The awareness that spoken words or syllables
can be thought of as a sequence of
phonemes
/c-a-t/
/t-a-c/
Phonics
Associating speech sounds with the
letters that represent them
Focus on letter-sound correspondence
Phonological Awareness Skills
Identity
Recognizing the same sounds in different words
Categorization
Recognizing the word that has the “odd” sound
Blending
Combining separately spoken phonemes into a word
Segmenting
Breaking a word into its separate sounds
Hears separate
words in
sentences
Hears
syllables in
words
Hears
onsets in
words
Hears
rimes in
words
Dr. Tisha Hayes (2004)
Hears individual
phonemes in
words
Instructional Sequence for
Phonological Awareness
 Listening
 Rhyming
 Words
and Sentences
 Awareness of Syllables
 Initial and Final Sounds
 Phonemes
When do children develop
phonological awareness?


Preschool
Nursery rhymes
Alliteration
Kindergarten
Generate rhymes
Identify syllables
Segment words into syllables
Delete initial syllables of multisyllabic
words (even onset-rime)
RHYME AND
ALLITERATION
Can you find rhyme and alliteration in this
example?
Teddy Bear, Teddy Bear turn around
Teddy Bear, Teddy Bear touch the ground
RHYME AND
ALLITERATION
Can you find rhyme and alliteration in this
example?
Teddy Bear, Teddy Bear turn around
Teddy Bear, Teddy Bear touch the ground
RHYME AND
ALLITERATION
Can you find rhyme and alliteration in this
example?
Teddy Bear, Teddy Bear turn around
Teddy Bear, Teddy Bear touch the ground
Rhyming Activities
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Generate rhyming words
Identify rhymes
Sort objects and pictures
Create rhyming couplets
Write rhyming books
Draw rhyming pictures
Working with Words
 Sentences
are made up of meaningful
words
 The
words we pick and their order
determine the meaning of a sentence.
Ex. He is very neat.
That is a neat headband.
Working with Syllables
 Use
known words
 Say each syllable clearly and distinctly
 Help students develop the ability to blend
and segment syllables
(Adams, Foorman, Lundberg, & Beeler, 1998)
Hearing Syllables and Sounds
Use your chips to practice hearing syllables
in these words.
little
dinosaur
friend
hippopotamus
fireplace
monkey
Hearing Syllables and Sounds
Use your chips to practice hearing syllables
in these words.
lit-tle
di-no-saur
friend
hip-po-pot-a-mus
fire-place
mon-key
Hearing Onset and Rime
Dog
Cat
Shop
Think
Hearing Onset and Rime
D-og
C-at
Sh-op
Th-ink
Phonemic awareness
is…
Working with individual
sounds in words, called
phonemes
Understanding sounds
work together to form
words
Phonemic awareness:
 can
be taught and learned
 helps
 is
children learn to read and to spell
most effective when children are
taught to manipulate phonemes by
using letters of the alphabet
Hearing Individual Sounds
Use your chips to count individual
sounds in each word. Share your
answer with a partner.
Mom
Daddy
See
Frog
Hearing Individual Sounds
Use your chips to count individual
sounds in each word. Share your
answer with a partner.
Mom
Daddy
See
Frog
3
4
2
4
Dimensions of Phonemic
Awareness
Rhyming
Phoneme identity
Phoneme
isolation
Phoneme
addition/deletion
Phoneme
blending
Phoneme
segmentation
(Griffith & Olson, 1992)
Activities
 Songs
 Literature
 Pick-a-Picture
 Classifying
Objects
 Elkonin Boxes
 Bean Bag Toss
 Finish-a-Word
Without direct instructional support,
phonemic awareness eludes
roughly 25% of middle-class first
grade students and substantially
more of those who come from less
literacy-rich backgrounds.
(Adams, Foorman, Lundberg, &
Beeler, 1998
)
“Phonemic awareness and letter-sound
knowledge account for more of the
variation in early reading and spelling
success than general intelligence, overall
maturity level, or listening
comprehension.”
(National Reading Panel, 2000)