Case study 14

An Intervention Program on Phonological Awareness

Submitted to:

Dr. Norman O. Blancia

Submitted to:

Hector III I. Maturan

BTTE-AT

Introduction

The term phonological awareness began appearing in the

research literature in the late 1970’s and early 1980’s (Bradley

and Bryant, 1983) it refers to an individual’s awareness of the

sound structure or phonological structure of a spoken word.

Phonological awareness is a multilevel skill breaking down words

into smaller units (Hoien, Lunberg, Stanovich and Bjaalid, 1995).

Phonological awareness has 5 major skills: skill 1 is Identify

Rhymes, skill 2 is Identify Onsets and Rimes, skill 3 is Identify

and Work with Syllables, skill 4 is Identify and work with

Individual Phonemes and skill 5 is Manipulating Syllables. These

skills are said to be a continuum of complexity of phonological

awareness. Less complex skill is the first two skills while the

most complex is the fifth skill. It is designed as continuum of

complex skills because the higher the skill the harder or the

higher complexity of activities and learning’s. Each skill

provides activities that will develop the phonological awareness

of a child to be able to be ready to learn the phonemic

awareness.

Phonological Awareness is important for the reason that

an awareness of phonemes is necessary to grasp the alphabetic

principle that underlies our system of written language.

Developing readers must be sensitive to the internal structure of

words in order to benefit from formal reading instruction (Adams,

1990; Liberman, shankweiler, Fisher, & Carter, 1974). If children

understand that words can be divided into individual phonemes and

that phonemes can be blended into words, they are able to use

letter-sound knowledge to read and build words. As a consequence

of this relationship, phonological awareness in kindergarten is a

strong predictor of later reading success (Ehri &Wilce, 1980,

1985; Liberman et al., 1974; Perfetti, Beck , Bell, & Hughes,

1987). Researchers have shown that this strong relationship

between phonological awareness and reading success persist

throughout school (Calfee, Lindamood, 1973; shankweiler et al.,

1995).

In South Australia the Screen of Phonological

Awareness is a screening tool for pre-schools and schools in the

area of phonological or pre-literacy sound awareness skills. It

is produced by DECS in 1998 and formed on South Australia

Children. An update is currently being written and the updated

screener will be able to be purchased through DECS in the near

future.

There is also a Reading Crisis in America in which

37% of fourth graders struggle with the reading problems to

severely that it is impossible to successfully understand and

complete normal fourth grade assignments. Further, 3 out of 4 of

that group read so poorly they have a little chance at education

progress and ultimate education attainment. (This data was reported

in a recent National Assessment of Educational Progress report).

There are struggling readers because most of those fourth graders

received substantial reading instruction in either whole world or

phonetic reading system, yet still so many, instructed in either

system, simply cannot read. To understand the cause behind this

reading disaster, consider that a substantial segment of the

population has some form of auditory processing weakness; in

many, this weakness is classified as serve.

Competency Guideline

Competency skills

Phonological

Awareness

1. Providing Rhyming

Words2. Identifying First

Sound3. Letter Recognition

Framework of the Intervention

Program

Context Input Process Produc

tThe

child’s

phonologic

al

awareness

level was

not yet

fully

developed.

He is

already 7

years old

but still

*Module

-

activities

-

manipulate

materials

1. Diagno

sis

2. Analys

is

3. Design

ing of

Activities

4. Interv

ention

5. Asses

sment

6. Evalua

tion

A child

ready to

learn the

Phonemic

level of

reading.

doesn’t

know how

to rhyme

words, to

produce

multisylla

bic words,

to

identify

initial

sound and

to

recognize

letters.

Table of ContentFront page…………………………………………..i

Introduction………………………………………….ii

Competency Guideline……………………………..v

Framework of the Intervention Program………….vi

Table of contents……………………………………vii

Lesson I: Rhyming Words…………….1

Activity1: Listening to Rhyme………....2

Activity2: Picture rhymes……………….3

Activity3 Matching Type………………..4

Lesson II: Identifying First Sound…….5

Activity 4…………………………………..6

Activity 5…………………………………..7

Activity 6…………………………………...8

Activity 7……………………………………9

Lesson III: Letter Recognition………….10

Activity 8……………………………………11

Activity 9……………………………………12

Activity 10………………………………….13

References ……………………………….14

Appendix……………….…………………15

Lesson I

RHYMING WORDS

Rhyming words are simply defined as a pairof words with identical sound. Rhymes are often

used by beginners and struggles to learn

literacy skills and read the challenging words.

These words are often used in poetry to give a

melodious and lively feel to poems. Rhyming is

the best and most outstanding way to help

children to explore language and learn to read.

This skill encourages children to learn

different words from different word families and

understand their meanings.

Target Skills:

1. Identifying rhymes in problem in the

poem.

2. Providing words that rhymes with the

objects or picture.

3. Identify pictures that rhyme with each

other.

4. Judging whether the pair of pictures

rhymes with each other.

Activity 1

Listening to rhymes Instruction: Listen to the rhyme entitled “Rain RainGo away” and try to identify the rhyming words.

Activity 2

Picture Rhymes

Instruction: Listen as the teacher says the name of the pictures. Then tell what picture name rhymes with

that on the left side.

Activity 3

Matching type

Instruction: Match the picture that rhymes with each other.

Lesson II

Identifying the first sound

First sound refers to the beginning or initial

sound of a word. Identifying Initial Sound entails the

child to learn how to recognize, discriminate and be

familiar with the words. Identifying Initial Sound is a

skill in phonological awareness that assesses a child’s

ability to recognize and produce the initial sound in

an orally presented word (Kaminski & Good, 1996, 1998;

Laimon, 1994).

Target skills:

1.Identifying Initial Sounds: /f/, /v/, /s/ and

/z/.

2.Discriminating Initial Short Vowel Sounds:

/a/, /e/, /i/, /o/, /u/.

3.Discriminating Initial Long Vowel Sounds: /a/,

/e/, /i/, /o/, /u/.

Activity 4

The /f/ and /v/ Initial Sounds

Instruction: Name the picture; tell the initial sound of each picture. Ring the correct initial sound.

/f/ /v/

/f/ /v/

Activity 5

The /s/ and /z/ Initial SoundsInstruction: Encircle the beginning sound of eachpicture.

/s//z/

/s/ /z/

Activity 6

The Short Vowel Initial Sounds

Instruction: Say the name of each picture. Tell the

initial sound. Match the initial sound on right column.

t

/a/

/e/

/i/

/o/

/u/

Activity 7

Discriminating Initial Long

Vowel SoundsInstruction: Color the pictures with the same first

sound.

Lesson III

Letter Recognition

Letter Recognition refers to the

identification of the name, characters and

formation of the 26 uppercase and the lowercase

letter symbols used in the English language. This

is to ensure that students are able to recognize

and name letter shapes as well as to discriminate

among them before they are faced the task of

learning the letters sound. (Adams, 1990) It is

important because among the reading readiness

skills that are traditionally evaluated, the one

that appears to be the strongest predictor of

reading success on its own is letter

identification. (Snow, Burns, & Griffin, 1998).

It is not just accuracy of letter recognition,

but the automaticity that comes from practice and

familiarity, that contribute to eventual reading

success. (Adams, 1990)

Target Skills:

1.Identification lowercase letters.

2.Identifying uppercase letters.

Activity 8

The ABC

Instruction: Recite the alphabet.

Activity 9

Find meInstruction: Encircle the lowercase letter that matches

the letter on the left side.

a t c a mv v i o ls b a I sk t o n

kh u h o s

Activity 10

The Letter Garden

Instruction: Look for the upper case letters in thegarden and box it.

References

Rhyming Words Retrieved on October 7, 2010 from

http://www.lupinworks.com/os/spelling/multi.html.

Multisyllabic Words Dr. Judith M. Newman ( COPYRIGHT 2001-2006). Retrieved

Cluster 8, 2010 from http:// searchlight.utexas.org/content/serp-elementary/concept-clusters/introduction-1/sequence.2007-05-22.0278336787/definition-and-description-of-multisyllabic-word-recognition.

Letter Identification. Retrieved on October , 2010 fromhttp://www.teachervision.fen.com/alphabet/skill-builder/48703.html.

Literacy Data page- Philippines(Updated in January 2009). Retrieved on 11 2010fromhttp://www.accuor.jp/litdbase/starts/phl/index.htm.

Appendix A: Profile of the learner

Name: Lexter L. Milay

Gender: male

Date of birth:

Age:

Address: Brgy Sto Nino, Tugbok Dist. Davao City

School Attended: Emelda Elementary School

Mother’s name: Edlyn G. Milay

Occupation: house wife

Father’s name: diseased

Date Diagnosed: Aug.14, 2013

Examiner: hector III I. Maturan

Hector III I. MaturanBrgy Sto. Nino Tugbok Dist. DAVAO CITY

Contact No. [email protected]

PERSONAL DATADate of Birth: Aug. 14, 1991Birth Place: Davao del SurAge: 22Sex: MaleCivil Status: SingleHeight: 5’7 ftWeight: 65 klsReligion: Roman CatholicFather: Hector III I. MaturanOccupation: diseased Mother: Constancia I. MaturanOccupation: House wife

QUALIFICATIONEducational Background

Tertiary: Bachelor of Technical Teacher Education

University of Southeastern PhilippinesIňigo St. Bo. Obrero, Davao CityPresent

Secondary: Mintal Comprehensive National High SchoolMintal., Davao City2008-2009

Elementary: Emelda Elem. School Mintal, Davao City

2004-2005

Acknowledgement

I would like to express my appreciation to the following persons.

To my teacher, Dr. Norman O. Blancia who challenge us to makethis case study;

To my parents, Mr. & Mrs. Maturan who always there and gavestrength and encourage me;

To my fellow students, who share their knowledge and gave meideas to make this case study success.

Thank you very much.