1. Chapter 5 Phonemic Awareness Matt Hancock

2. What? It is the ability to detect, identify, and manipulate phonemes (smallest unit of spoken language that makes a difference in meaning) in spoken words. It is not the same as phonics but it does overlap with phonics Instruction should be done in small groups and is most effective when students are taught to use letters as they manipulate phonemes.

3. Why? Phonemic awareness is a strong and accurate predictor of student performance in reading and writing. Phonemic awareness can be strongly influenced by teachers. A childs level of phonemic awareness at school entry is widely considered the strongest single determinant of his or her later reading achievement (Adams 1990).

4. When? Phonemic awareness instructions is best if taught in the early years, preschool and kindergarten. Kindergarten should have 10-15 minutes per day. First grade should have about 10 minutes per day for the first 3 months. Regular assessment should be conducted at the elementary and as needed later on. Beyond elementary grades instruction should be small group based and focused on student needs.

5. How? Phonemic awareness instructions is best taught with the following strategies: Small groups Teacher modeling Guided student practice Corrective feedback

6. Conclusion Phonemic awareness is most effectively introduced in the early years of school, it is one of the key factors for student success in reading and writing, and it is the glue that helps combine all parts of speech into units of spoken language