Phonological Phonological Awareness, Awareness, Phonemic Phonemic Awareness Awareness and Phonics and Phonics TEDU 566 TEDU 566
Phonological Phonological Awareness, Awareness, Phonemic Phonemic AwarenessAwareness
and Phonicsand Phonics
TEDU 566TEDU 566
Our Goals for TodayOur Goals for Today To understand the differences between To understand the differences between
phonological awareness, phonemic phonological awareness, phonemic awareness and phonicsawareness and phonics
To learn what research states about the To learn what research states about the dimensions of phonemic awarenessdimensions of phonemic awareness
To learn best practices in the area of To learn best practices in the area of phonemic awareness instructionphonemic awareness instruction
Studies show that a reader’s ability to Studies show that a reader’s ability to remember, imitate, recall, manipulate, remember, imitate, recall, manipulate, and articulate sounds is essential to and articulate sounds is essential to early reading.early reading.
(NICHD,2002)(NICHD,2002)
Phonological AwarenessPhonological Awareness
The ability to attend to the sound structure of languageThe ability to attend to the sound structure of language
Levels of phonological awarenessLevels of phonological awareness
• Word awarenessWord awareness• Syllable awarenessSyllable awareness• Sound awarenessSound awareness
Phonemic AwarenessPhonemic Awareness
The awareness that spoken words or syllables The awareness that spoken words or syllables can be thought of as a sequence of can be thought of as a sequence of
phonemesphonemes
/c-a-t/ /t-a-c//c-a-t/ /t-a-c/
PhonicsPhonics
Associating speech sounds with the Associating speech sounds with the letters that represent themletters that represent them
Focus on letter-sound correspondenceFocus on letter-sound correspondence
Phonological Awareness SkillsPhonological Awareness Skills
IdentityIdentityRecognizing the same sounds in different wordsRecognizing the same sounds in different words
CategorizationCategorization Recognizing the word that has the “odd” soundRecognizing the word that has the “odd” sound
BlendingBlending Combining separately spoken phonemes into a wordCombining separately spoken phonemes into a word
SegmentingSegmenting Breaking a word into its separate soundsBreaking a word into its separate sounds
Hears separate words in
sentences
Hearssyllables in
words
Hearsonsets inwords
Hearsrimes in words
Hears individualphonemes in
words Dr. Tisha Hayes (2004)
Instructional Sequence for Instructional Sequence for Phonological AwarenessPhonological Awareness ListeningListening RhymingRhyming Words and SentencesWords and Sentences Awareness of SyllablesAwareness of Syllables Initial and Final SoundsInitial and Final Sounds PhonemesPhonemes
When do children develop When do children develop phonological awareness?phonological awareness?
PreschoolPreschoolNursery rhymesNursery rhymesAlliterationAlliteration
KindergartenKindergartenGenerate rhymesGenerate rhymesIdentify syllablesIdentify syllablesSegment words into syllablesSegment words into syllablesDelete initial syllables of multisyllabic Delete initial syllables of multisyllabic
words (even onset-rime)words (even onset-rime)
RHYME AND RHYME AND ALLITERATIONALLITERATION
Can you find rhyme and alliteration in this Can you find rhyme and alliteration in this example?example?
Teddy Bear, Teddy Bear turn aroundTeddy Bear, Teddy Bear turn aroundTeddy Bear, Teddy Bear touch the groundTeddy Bear, Teddy Bear touch the ground
RHYME AND RHYME AND ALLITERATIONALLITERATION
Can you find rhyme and alliteration in this Can you find rhyme and alliteration in this example?example?
Teddy Bear, Teddy Bear turn Teddy Bear, Teddy Bear turn aroundaroundTeddy Bear, Teddy Bear touch the Teddy Bear, Teddy Bear touch the groundground
RHYME AND RHYME AND ALLITERATIONALLITERATION
Can you find rhyme and alliteration in this Can you find rhyme and alliteration in this example?example?
TeddyTeddy Bear, Bear, TeddyTeddy Bear Bear turnturn around aroundTeddyTeddy Bear, Bear, TeddyTeddy Bear Bear touchtouch the ground the ground
Rhyming ActivitiesRhyming Activities
Generate rhyming wordsGenerate rhyming words Identify rhymesIdentify rhymes Sort objects and picturesSort objects and pictures Create rhyming coupletsCreate rhyming couplets Write rhyming booksWrite rhyming books Draw rhyming picturesDraw rhyming pictures
Working with Words Working with Words
Sentences are made up of meaningful Sentences are made up of meaningful wordswords
The words we pick and their order The words we pick and their order determine the meaning of a sentence.determine the meaning of a sentence.
Ex. He is very neat.Ex. He is very neat. That is a neat headband.That is a neat headband.
Working with SyllablesWorking with Syllables
Use known wordsUse known words Say each syllable clearly and distinctlySay each syllable clearly and distinctly Help students develop the ability to blend Help students develop the ability to blend
and segment syllablesand segment syllables
(Adams, Foorman, Lundberg, & Beeler, 1998)(Adams, Foorman, Lundberg, & Beeler, 1998)
Hearing Syllables and SoundsHearing Syllables and Sounds
Use your chips to practice hearing syllables Use your chips to practice hearing syllables in these words.in these words.
littlelittle hippopotamushippopotamusdinosaurdinosaur fireplacefireplacefriendfriend monkeymonkey
Hearing Syllables and SoundsHearing Syllables and Sounds
Use your chips to practice hearing syllables Use your chips to practice hearing syllables in these words.in these words.
lit-tlelit-tle hip-po-pot-a-muship-po-pot-a-musdi-no-saurdi-no-saur fire-placefire-placefriendfriend mon-keymon-key
Hearing Onset and RimeHearing Onset and Rime
DogDog CatCat
ShopShop ThinkThink
Hearing Onset and RimeHearing Onset and Rime
D-ogD-og C-atC-at
Sh-opSh-op Th-inkTh-ink
Working with individual Working with individual sounds in words, called sounds in words, called phonemes phonemes
Understanding sounds Understanding sounds work together to form work together to form wordswords
Phonemic awareness Phonemic awareness is…is…
Phonemic awareness: Phonemic awareness:
can be taught and learnedcan be taught and learned
helps children learn to read and to spellhelps children learn to read and to spell
is most effective when children are is most effective when children are taught to manipulate phonemes by taught to manipulate phonemes by using letters of the alphabetusing letters of the alphabet
Hearing Individual SoundsHearing Individual Sounds
Use your chips to count individual Use your chips to count individual sounds in each word. Share your sounds in each word. Share your answer with a partner.answer with a partner.
MomMomDaddyDaddy
SeeSeeFrogFrog
Hearing Individual SoundsHearing Individual Sounds
Use your chips to count individual Use your chips to count individual sounds in each word. Share your sounds in each word. Share your answer with a partner.answer with a partner.
Mom Mom 33DaddyDaddy 44SeeSee 22FrogFrog 44
Dimensions of Phonemic Dimensions of Phonemic AwarenessAwareness
RhymingRhyming Phoneme identityPhoneme identity
Phoneme Phoneme isolation isolation
Phoneme Phoneme addition/deletionaddition/deletion
Phoneme Phoneme blending blending
Phoneme Phoneme segmentationsegmentation
(Griffith & Olson, 1992)(Griffith & Olson, 1992)
ActivitiesActivities SongsSongs LiteratureLiterature Pick-a-PicturePick-a-Picture Classifying ObjectsClassifying Objects Elkonin BoxesElkonin Boxes Bean Bag Toss Bean Bag Toss Finish-a-WordFinish-a-Word
Without direct instructional support, Without direct instructional support, phonemic awareness eludes phonemic awareness eludes roughly 25% of middle-class first roughly 25% of middle-class first grade students and substantially grade students and substantially more of those who come from less more of those who come from less literacy-rich backgrounds.literacy-rich backgrounds.
(Adams, Foorman, Lundberg, & (Adams, Foorman, Lundberg, & Beeler, 1998Beeler, 1998))
““Phonemic awareness and letter-sound Phonemic awareness and letter-sound knowledge account for more of the knowledge account for more of the variation in early reading and spelling variation in early reading and spelling success than general intelligence, overall success than general intelligence, overall maturity level, or listening maturity level, or listening comprehension.” comprehension.”
(National Reading Panel, 2000)(National Reading Panel, 2000)