Phonological Awareness Paper

There are plenty of fun activities to do with children when trying to enhance their phonological awareness. Activities that involve using rhyming words, jingles, poems, and syllabus in particular can be very helpful when helping children enhance their phonological awareness.

1. ELL students need to be familiar with the sounds of English before they can develop phonological awareness. 2. Instruction needs to be explicit, modifications made, and practice needs to be given when needed. 3. Once phonological awareness has developed in any language, then it can be transferred to other languages that are learned.  4. Teachers should frequently model the production of sounds. 5. Beginning readers should get help to learn to identify sounds in short words.

Researchers have shown that lack of preparation in the teaching of phonological awareness hinders the way teachers present phonological awareness when teaching their studnets reading. Researchers suggest interference due to the teacher's perspective, lack of training, values, and background may exist an be detrimental in properly teaching phonological awareness. Flesh’s 1955 publication of Why Johnny can’t Read and What You Can Do About it was influential in exposing the ineffective way how teachers teach their students literacy and reevaluation of reading programs in education and their deficiencies (Smith, 2002). Flesh’s book ignited educators and non-educators to look seriously at this literacy deficiency. A renewed interest

Even though advanced cochlear implant (CI) and hearing aid (HA) technology is making tremendous strides in the DHH community, these hearing devices still cannot completely restore normal hearing or fully represent all aspects of normal speech sounds. Therefore, children within this population are potentially at a higher risk for speech disorders, speech delays, or language difficulties. The acquisition of phonological awareness (PA) and PA abilities is an important developmental step in speech and language. Moreover, PA skills have been shown to significantly affect early literacy abilities in normal hearing children. PA is commonly defined as the conscious ability

This paper is a review of two articles published by Paul Miller in the Journal of Developmental and Physical Disabilities. The first is entitled, “The role of phonology in the word decoding skills of poor readers: evidence from individuals with prelingual deafness or diagnosed dyslexia,” and was written in 2007. The second, written in 2010, is named, “Phonological, orthographic, and syntactic awareness and their relation to reading comprehension in prelingually deaf individuals: what can we learn from skilled readers?” At their heart, the articles attempt to address what explains good and poor readers in the deaf community, rejecting previous assumptions in the literature in this area. The studies are carefully designed, and attempt to address

To measure children’s phonological awareness, teachers should look at children’s ability with different skills. For example, a child with strong phonological awareness is able to understand and can use, alliteration, the concept of spoken word, rhyme, syllable blending and syllable segmenting. Children start to read by listening others, and then recognizing sound in words, sounding words out for themselves and recognizing familiar words, so it is important for children to learn the phonological awareness because it can help kids to become a successful reader.

When phonological awareness is worked on skills of attention, perception and visual amplitude are developed that allow to acquire greater fluency for reading.

I tutored a struggling reader in Kindergarten. In this paper, I will refer to the student as “Sue Elle” and the school as “ABC Elementary” for confidentiality purposes. Sue Elle is a 5-year-old girl who lives with her mother, father, and her two older siblings. She did not attend preschool before entering Kindergarten. She spent most of her preschool years with her grandmother. In comparison to the class,she tends to perform at the lowest level amongst her peers. Currently Sue does not receive any academic support. The teacher believes that she can become a better reader, however,she is concerned about Sue’s lack of letter and sound recognition.

Phonological awareness is when children learn to associate sounds with symbols and create links to word recognition and decoding skills. It consists of skills that develop through the preschool period. Phonological awareness is an important part of learning to read and write, children who have a broad range of phonics are able to identify and make oral rhymes, are able to clap out the syllables in a word and can recognise words with the same initial sounds. Phonological awareness is a good indicator whether your student will have a potential reading difficulty and with the many activities and resources available to us you can develop a child’s awareness early on in a child’s education.

Phonemic awareness is defined as the ability to distinguish sounds; a skill that allows you to listen for, count sounds, and identify distinct sounds. Letter naming isn’t included in phonemic awareness. Phonemic awareness can be taught explicitly or indirectly through games, manipulatives activities, chanting, reading and sing along songs, or poems. Phonemic awareness is more than just recognizing sounds. It also includes the capability to hold on to those sounds, and blend them effectively into words, and take them apart again. Phonemic awareness is important for reading development because it’s the foundation you must overcome in order to get to the next stage of reading, and writing. Research of the NRP (National Reading Panel) says that during the kindergarten year, 18 hours of total of phonemic instruction- just 30 minutes week, six minutes a day- provided maximum advantage.

We learn literacy through phonological practices prompted in reading development to increase fluency and comprehension (Konza, 2006). Phonological awareness concerns itself with manipulation of sound patterns related to speech and intonation and has a relationship to phonemic awareness, being the smaller components of language such as individual letter sounds (Hill, 2012). Rose recommends that synthetic phonics are needed for ‘letter-sound correspondence’, learning how words are blended and broken up for spelling and finally being able to recognize words in print, as well as singularly (2006, p. 18). Understanding of these literacy components culminate to skills required to read (National Reading Panel, 2000). Oral language is casual and elusive in syntactical meaning, so in order for children to become effective readers they need to have exposure to formal and ‘decontextualized’ language properties (Konza, 2006, p. 35). Students will not be able to associate speech to written language

The studies were conducted with normal developing, at risk, disabled, and low-achieving readers. The panel also examined research on systemic phonics instruction. Systemic phonics instruction is teaching phonics elements in a planned sequence. There are five approaches to systemic phonics instruction. They are synthetic phonics, analytic phonics, phonics through spelling, phonics in context, and analogy phonics. Synthetic phonics is converting letter into phonemes, then blending phonemes to form words. Analytic phonics is the analyzing of letter- sound relations in identified words. Phonics through spelling is the transforming of sounds into letters to write words. Phonics in context is using sound- letter correspondences along with context cues to identify unfamiliar words. Analogy phonics is when you use parts of already known words to identify new words. The panel presented their findings based on 66 treatment –control group comparisons. It was found that systemic phonics instruction played a big part in children’s growth in reading. The effects of this instruction were found to last beyond the period of training. It was also shown that in order for systemic

Read alouds are very beneficial for young children. They provide opportunities for learning and connectivity. According to research done by Neal Nghia Nguyen, Patrick Leytham, Peggy Schaefer Whitby, and Jeffrey I. Gelfer (2015) “we know that literacy skills taught during the primary grades to students with special needs or without are critical building blocks for subsequent literacy development” (p.71). Children with disabilities such as Autism spectrum disorder or ASD may face many challenges developing literacy skills.because of the nature of the autism spectrum, some children may find it difficult to focus and or connect during a read aloud which in turn will negatively impact their ability to learn. Moreover, Nguyen et al. (2015) argue

Oral language is the foundation on which reading and writing are built. Many of the same rules and components, e.g., phonology, lexicon, and grammar govern written and oral language. Both systems also use the same cognitive resources e.g. working memory so developing one helps boost the other. Children develop an early knowledge of the phonological systems from oral language during their preschool years. Later this knowledge develops into a conscious phonological awareness, the knowledge of the sound structures of words. This phonological awareness helps the child when learning to read creating a reciprocal relationship between written and oral skills. Reading requires the child to be familiar with language and have an understanding of the

At the very beginning, I want to sheds the light on the definition of both Phonetics and Phonology. Phonetics is considered the study of sounds of any language, it relates to the mechanism of how sounds are produced and the way of speech sounds production. Phonology studies how those sounds are put together to create meaning. It studies the rules of language that govern how those phonemes are combined to create meaningful words. Hereunder detailed features of each branch of linguistics are explained.