Phonological Awareness Interventions and their Effects on “At-Risk” Readers Aline D. Bannon Henry Barnard School Enfield, CT.
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Phonological Awareness Interventions and their Effects on “At-Risk” Readers Aline D. Bannon Henry Barnard School Enfield, CT
One of the primary causes of reading problems is a lack of phonological awareness.
Phonological Awareness vs. Phonemic Awareness and Phonics
Phonemic Awareness The ability to manipulate individual sounds (phonemes) within words. Phonics An instructional approach used to help students make sense of connections between letters and sounds.
Phonological Awareness The conscious sensitivity to the sound structure of language The ability to detect, match, blend, segment, and manipulate speech sounds An awareness of syllables and rhyming words
Research has indicated that phonological awareness: is directly related to reading ability precedes skilled decoding is a reliable predictor of later reading ability is associated with deficits in reading is effected by early language experiences play is effected by early intervention improvements result in improvements in reading ability.
Phonological Awareness Instruction should: be intense and explicit last 15-30 minutes a day be done one-on-one or in small groups focus on one or two skills at a time incorporate the use of letter instruction, as well as oral language skills.
Phonological Awareness Intervention Programs Sound Partners Sound Foundations Peer-Assisted Learning Strategy (PALS) ABD’s of Reading Phonological Awareness Training in Reading Word Analogy Training
Implications for Practice Interventions can be done in classrooms. Training should be given to teachers, volunteers, or paraprofessionals. Phonological awareness interventions need to start early. Make interventions a part of daily instruction.