1.  Phonemic awareness is one of the predictors for future performance in reading and spelling (Gillon, 2003).  Phonemic awareness instruction implemented in language teaching in order to develop students’ knowledge of the spelling system in English.  To examine the effectiveness of phonemic awareness instruction on Taiwanese students’ spelling development.  Phonemic awareness is the ability to segment oral speech into its component speech sounds, or phonemes (Walpole & McKenna, 2004).  Learning to blend phonemes with letters helps children read words, and learning to segment sounds with letters helps them spell words(Armbruster, et al., 2003).  Phonemic awareness is one of the predictors for future performance in reading and spelling (Gillon, 2003).  Phonemic awareness instruction implemented in language teaching in order to develop students’ knowledge of the spelling system in English.  To examine the effectiveness of phonemic awareness instruction on Taiwanese students’ spelling development.  Phonemic awareness is the ability to segment oral speech into its component speech sounds, or phonemes (Walpole & McKenna, 2004).  Learning to blend phonemes with letters helps children read words, and learning to segment sounds with letters helps them spell words(Armbruster, et al., 2003). Participants  12 elementary school students in the third-grade classroom Phonemic awareness instruction  Three weeks instruction on segmentation and blending tasks  Phoneme segmentation tasks: game activities were used for practicing the segmentation of the words.  Phoneme blending tasks: Children combine individual sounds to form words in blending tasks. Assessing Phonemic Awareness  Phoneme segmentation task involves pronouncing individual phonemes in words (e.g., The word cat is said /c//a/t/)  Phoneme blending skill was measured by the sound-blending task (e.g., The word /b//i//g/ is said big) Spelling test  The test was constructed using words presented in the lessons, including CVC words (e.g., dog, bed, lid), and words with digraphs (e.g., chick, lunch, fish).  To what extent does phonemic awareness instruction improve phoneme segmentation?  To what extent does phonemic awareness instruction improve phoneme blending?  To what extent does phonemic awareness instruction promote spelling development? Participants  12 elementary school students in the third-grade classroom Phonemic awareness instruction  Three weeks instruction on segmentation and blending tasks  Phoneme segmentation tasks: game activities were used for practicing the segmentation of the words.  Phoneme blending tasks: Children combine individual sounds to form words in blending tasks. Assessing Phonemic Awareness  Phoneme segmentation task involves pronouncing individual phonemes in words (e.g., The word cat is said /c//a/t/)  Phoneme blending skill was measured by the sound-blending task (e.g., The word /b//i//g/ is said big) Spelling test  The test was constructed using words presented in the lessons, including CVC words (e.g., dog, bed, lid), and words with digraphs (e.g., chick, lunch, fish).  To what extent does phonemic awareness instruction improve phoneme segmentation?  To what extent does phonemic awareness instruction improve phoneme blending?  To what extent does phonemic awareness instruction promote spelling development? Figure 4.1 pretest and posttest  The ability to segment words into phonemes was improved (M=15.75; M=19.58).  The result of blending tasks between pretest and posttest was similar (M=28.08; M=27.92).  With the progress in phoneme segmentation tasks (M=15.75; M= 19.58), the result showed growth in spelling development (M=5.33; M= 6.92).  There was a strong possibility that students have developed explicit awareness of words’ phonological structure; hence, they were able to relate the sounds and letters when taking spelling test. Figure 4.1 pretest and posttest  The ability to segment words into phonemes was improved (M=15.75; M=19.58).  The result of blending tasks between pretest and posttest was similar (M=28.08; M=27.92).  With the progress in phoneme segmentation tasks (M=15.75; M= 19.58), the result showed growth in spelling development (M=5.33; M= 6.92).  There was a strong possibility that students have developed explicit awareness of words’ phonological structure; hence, they were able to relate the sounds and letters when taking spelling test.  Phonemic awareness instruction taught children to manipulate phonemes by using the letters of the alphabet. Children segment the phonemes of a word to invent spelling and they assign letters to represent its sounds.  Phonemic awareness instruction taught children to manipulate phonemes by using the letters of the alphabet. Children segment the phonemes of a word to invent spelling and they assign letters to represent its sounds. The Impact of Phonemic Awareness Instruction on Taiwanese Learners’ Spelling Development Yu-Cian Chen Department of English Language, Literature and Linguistics Providence University, Taiwan Introduction Method Results Conclusion Research questions Phonemic awareness Spelling Reading Purpose This study Pretest and Posttest Rationale