Phonological Awareness, Phonemic Awareness and Phonics TEDU 566

Our Goals for Today  To understand the differences between phonological awareness, phonemic awareness and phonics  To learn what research states about the dimensions of phonemic awareness  To learn best practices in the area of phonemic awareness instruction

Studies show that a reader’s ability to remember, imitate, recall, manipulate, and articulate sounds is essential to early reading. (NICHD,2002)

Phonological Awareness The ability to attend to the sound structure of language Levels of phonological awareness Levels of phonological awareness Word awarenessWord awareness Syllable awarenessSyllable awareness Sound awarenessSound awareness

Phonemic Awareness The awareness that spoken words or syllables can be thought of as a sequence of phonemes /c-a-t/ /t-a-c/

Phonics Associating speech sounds with the letters that represent them Focus on letter-sound correspondence

Phonological Awareness Skills Identity Recognizing the same sounds in different words Categorization Categorization Recognizing the word that has the “odd” sound Recognizing the word that has the “odd” sound Blending Blending Combining separately spoken phonemes into a word Combining separately spoken phonemes into a word Segmenting Segmenting Breaking a word into its separate sounds Breaking a word into its separate sounds

Hears separate words in sentences Hears syllables in words Hears onsets in words Hears rimes in words Hears individual phonemes in words Dr. Tisha Hayes (2004)

Instructional Sequence for Phonological Awareness  Listening  Rhyming  Words and Sentences  Awareness of Syllables  Initial and Final Sounds  Phonemes

When do children develop phonological awareness?  Preschool Nursery rhymes Alliteration  Kindergarten Generate rhymes Identify syllables Segment words into syllables Delete initial syllables of multisyllabic words (even onset-rime) words (even onset-rime)

RHYME AND ALLITERATION Can you find rhyme and alliteration in this example? Teddy Bear, Teddy Bear turn around Teddy Bear, Teddy Bear touch the ground

RHYME AND ALLITERATION Can you find rhyme and alliteration in this example? Teddy Bear, Teddy Bear turn around Teddy Bear, Teddy Bear touch the ground

RHYME AND ALLITERATION Can you find rhyme and alliteration in this example? Teddy Bear, Teddy Bear turn around Teddy Bear, Teddy Bear touch the ground

Rhyming Activities  Generate rhyming words  Identify rhymes  Sort objects and pictures  Create rhyming couplets  Write rhyming books  Draw rhyming pictures

Working with Words  Sentences are made up of meaningful words  The words we pick and their order determine the meaning of a sentence. Ex. He is very neat. That is a neat headband. That is a neat headband.

Working with Syllables  Use known words  Say each syllable clearly and distinctly  Help students develop the ability to blend and segment syllables (Adams, Foorman, Lundberg, & Beeler, 1998)

Hearing Syllables and Sounds Use your chips to practice hearing syllables in these words. littlehippopotamus dinosaurfireplace friendmonkey

Hearing Syllables and Sounds Use your chips to practice hearing syllables in these words. lit-tlehip-po-pot-a-mus di-no-saurfire-place friendmon-key

Hearing Onset and Rime DogCat ShopThink

Hearing Onset and Rime D-ogC-at Sh-opTh-ink

Working with individual sounds in words, called phonemes Working with individual sounds in words, called phonemes Understanding sounds work together to form words Understanding sounds work together to form words Phonemic awareness is…

Phonemic awareness:  can be taught and learned  helps children learn to read and to spell  is most effective when children are taught to manipulate phonemes by using letters of the alphabet

Hearing 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.MomDaddySeeFrog

Hearing 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 3 Daddy4 See2 Frog4

Dimensions of Phonemic Awareness Rhyming Phoneme identity Phoneme isolation Phoneme isolation Phoneme addition/deletion Phoneme blending Phoneme blending Phoneme segmentation (Griffith & Olson, 1992)

Activities  Songs  Literature  Pick-a-Picture  Classifying Objects  Elkonin Boxes  Bean Bag Toss  Finish-a-Word

Without direct instructional support, phonemic awareness eludes roughly 25% of middle-class first grade students and substantially more of those who come from less literacy-rich backgrounds. (Adams, Foorman, Lundberg, & Beeler, 1998 ) Without direct instructional support, phonemic awareness eludes roughly 25% of middle-class first grade students and substantially more of those who come from less literacy-rich backgrounds. (Adams, Foorman, Lundberg, & Beeler, 1998 )

“Phonemic awareness and letter-sound knowledge account for more of the variation in early reading and spelling success than general intelligence, overall maturity level, or listening comprehension.” (National Reading Panel, 2000)