| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

Phonemic - Phonological Awareness

Page history last edited by Monica Martinez 10 years, 11 months ago

Phonemic-Phonological Awareness

 

Established & edited by:  Christina Bautista, Stephanie Lopez, Monica Martinez

Extended by: Mercedes Garcia, Stephanie Rodrigues, Monica Vasquez

Embellished by: Christine Hetherly, Kimberly Leyva, Nenette P. Stephens

 

   

 

 

 

What is Phonemic awareness?

 

The ability to hear and manipulate the sounds in spoken words and the understanding that spoken words are made up of sequences of speech sounds (Yopp, 1992)

 

 

 

 

How are phonemic awareness and phonological awareness related?

 

     Teachers and parents who wish for their children to master the alphabetic principle must understand the relationship that exists between the sounds of language (phonological awareness) and the letters that those sounds represent (phonemic awareness). (Berg) Phonemic awareness is a part of phonological awareness: it is the understanding that words consist of individual, discrete sounds in particular sequences (Blevins, 2000). Phonemic awareness is crucial for learning the relationship between speech and the written word, and it is one part of the foundation for success with the written form of the language (NRC, 1998).

 

     Phonological awareness as stated previously is the ability to detect the units of sound in language; such units can be words, rhymes, syllables and phonemes. Some may explain it also as the ability not only to be aware of sounds, but to manipulate the units of sound.  The awareness of phonemes is known as phonemic awareness and it falls under the umbrella of phonological awareness, phonemic awareness in other words is part of phonological awareness (Hornsby,D& Wilson,L.2010).A grapheme is all the forms and ways in which a letter is represented according to Hornsby and Wilson (2010) e.g. grapheme A:A,a,A,a,A,a .

 

     According to Lonigan(2006) Phonological awareness follows a developmental continuum that is important to consider when working with preschool age students, the manipulation of phonemes is harder than the manipulation of a bigger unit of language such as words. Lonigan states that before a student can acquire syllable phonological skills, first acquires word phonological skills and so on. In other words the acquisition of phonological skills goes from larger units to smaller units of language being phonemes the smallest.

 

     Phonological awareness develops in a predictable way (Hornsby & Wilson 2010) children are aware of sounds even if they are not conscious of such awareness. For example when asked to bring the /b/at a two year old will not go and bring the /c/at; the difference between this two words is a sound or phoneme that changes the meaning of the entire sentenced and young children are able to hear that difference. It seems that most authors agree in the development of phonological awareness skills. The Center for Improving the Readiness of Children for Learning and Education C.I.R.C.L.E (2009) warn educators that before teachers can teach the alphabetic principle is necessary to help develop phonological awareness. According to C.I.R.C.L.E children ca hear larger "chunks" in the beginning and their ability to hear more segmented or smaller parts of words is developed through practice.

 

   

Why is it important?

 

 It is known that students who fall behind in reading rarely ever catch up to their peers. The initial stages of learning to read begins with children recognizing the sound patterns in language. This is why it is important for parents to talk to their young children during the language acquisition stage and preschool years, as this contributes to the child's ability to becoming a good reader (Berg, 2003).  Phonemic Awareness can be an early indicator if students will struggle in acquiring literacy skills (Wood, 2003). Helping preliterate children to become phonologically aware is important because they attend to meaning rather than sound. According to Hornsby & Wilson (2010) a young child may choose caterpillar instead of train when asked to pick the shortest word, because young children think about the concept instead of the word.

 

 

Phonemic Awareness Activities:

Technology Links 

 

 

Links to Phonemic Awareness Articles:

 

Tips for Teaching Your Child About Phonemes
By: Reading Rockets (2012)

Top 10 Resources on Phonological and Phonemic Awareness

By: Reading Rockets (2011)

Environmental Print

By: Reading Rockets (2010)

Strategy: Matching Books to Phonics Features
By: Reading Rockets (2010)

The Development of Phonological Skills

By: Louisa Moats and Carol Tolman (2009)

Phonological Instruction for Older Students
By: Louisa Moats and Carol Tolman (20

Playing with Word Sounds: Stretch and Shorten
By: Reading Rockets (2009)

Making Friends With Phonemes

By: Bruce Murray (2009)

Why Phonological Awareness Is Important for Reading and Spelling

By: Louisa Moats and Carol Tolman (2008)

Beginning Readers: Look! I Can Read This!

By: Reading Rockets (2007)

Emergent Readers: Look! That's My Letter!

By: Reading Rockets (2007)

Nursery Rhymes: Not Just for Babies!

By: Reading Rockets (2007)

Clues to Dyslexia in Early Childhood
By: Sally E. Shaywitz (2004)

Phonemic Awareness Assessment

By: Reading Rockets (2004)

Phonological Awareness Assessment

By: Reading Rockets (2004)

Phonemic Activities for the Preschool or Elementary Classroom

By: Marilyn J. Adams, Barbara Foorman, Ingvar Lundberg, and Terri Beeler (2004)

Phonemic Awareness: Watch & Learn
By: Reading Rockets (2004)

Speech Sounds: Watch & Learn

By: Reading Rockets (2004)

English Language Learners and the Five Essential Components of Reading Instruction
By: Beth Antunez (2002)

The Phive Phones of Reading

By: Sebastian Wren (2002)

The Alphabetic Principle

By: Texas Education Agency (2002)

Phonemic Awareness: An Introduction

By: Partnership for Reading (2001)

Phonemic Awareness Instruction
By: National Institute of Child Health and Human Development (2000)

Teaching Phonemic Awareness, Letter Knowledge, and Concepts of Print

By: Learning First Alliance (2000)

How Now Brown Cow: Phoneme Awareness Activities

By: Edwin S. Ellis (1997)

 

Video Clips for Effective Speech Sound Activities (four series)

 Launching Young Readers. video

 

 

 

Teaching Strategies and Examples

  

Phonemic Awareness

Sound Isolation

Example: The first sound in sun is /ssss/.

Blending

Example: /sss/ - /uuu/ - /nnn/ is sun.

 

 

Segmenting

Example: The sounds in sun are /sss/ - /uuu/ - /nnn/.

 

 

Visual Examples:

2-year old Child Reading Segmenting


     Ball and Blachman (1991) discovered that kindergartners who received phonemic segmentation preparation along with instruction in letter-sound relationships demonstrated higher improvements in reading than those children which received instruction in letter-sound relationships alone. Children need to be exposed to both phonological and phonemic awareness activities as they develop strong literacy skills as whole and not simply in parts. Below are activities that can be used in the classroom or at home to support phonemic and phonological awareness in children. Treiman (2000) states, "The ultimate goal of reading instruction is for children to be able to comprehend and learn from written texts. Phonological awareness and knowledge about letters are the building blocks on which literacy learning rests."

 

 

 

 

"Children learn to read and write with their own name" (Treiman, 1998).

 

 

 

 

"Children's names have a special function in the early development of literacy due to their frequent exposure to the spellings of their own names (Ferreiro & Teberosky, 1982; Villaume & Wilson, 1989)."

 

 

 

References

 

 

C.I.R.C.L.E.Center for Improving the Readiness of Children for Learning and          Education (2009)Teacher’s Manual with Spanish Components: Children’s Learning  Institute at the University of Texas Health Science Center at Houston.

 Hornsby,W. &Wilson,L.(2010) teaching phonics in context. Urbana,IL:NCTE.

 Lonigan,C.(2006) Conceptualizing Phonological Processing Skills in Prereaders.In D.  Dickinson,S.Neuman(Eds.),Handbook of Early Literacy Research.(pp.77-89) New  York, NY:The Guilford Press.

In D. Dickinson,S.Neuman(Eds.),Handbook of Early Literacy Research. New York,  NY:The Guilford Press. (2010). Circle preschool early language and literacy teacher's  manual. (pp. 119-162). Houston: The Children's Learning Institute at the University  of Texas Health Science Center at Houston.  

Ball, E. W., & Blachman, B.A. (1991). Does phoneme awareness training in    kindergarten make a difference in early word recognition and developmental  spelling? Reading Research Quarterly, 26, 49-66.

Berg, M. (2003). The Critical Role of Phonological and Phonemic Awareness in  Reading Success: A Model for Early Literacy in Rural Schools. Rural Special  Education Quarterly22(4), 47-54. 

 https://login.libweb.lib.utsa.edu/loginurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dtfh%26AN%3d12059529%26scope%3dsite 

Treiman, R. (2000). The foundations of literacy. Current Directions in Psychological  Science, 9, 89-92.

Treiman, R., & Broderick, V. (1998). What's in a name: Children's knowledge about  the letters in their own names. Journal of Experimental Child Psycology, 70, 97-116.

Villaume, S.K., & Wilson, L.C. (1989). Preschool children's explorations of letters in  their own names. Applied Psycholinguistics,10, 283-300.

Woods, C. S. (2003). Phonemic Awareness: A Crucial Bridge to Reading. Montessori  Life, 15(2), 37-39.

 https://login.libweb.lib.utsa.edu/login?url=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deft%26AN%3d507824181%26scope%3dsite

Yopp, H. K. (1992). Developing Phonemic Awareness in Young  Children.Reading Teacher, 45, 9, 696-    703. http://www.readingrockets.org/article/c52/

 

 

 

 

 

 

 

 

 

Comments (25)

Christina Bautista said

at 9:22 pm on Feb 16, 2013

Hi. I think we need to add more text in reference to how phonological and phonemic awareness are related. Just a suggestion.

Stephanie said

at 9:26 pm on Feb 19, 2013

The text is choppy because we are still figuring out where everything fits. Our goal is to decipher the difference between phonemic and phonological awareness. Why it is important? Examples of building phonemic and phonological awareness. Activities to incorporate into your classroom or at home. This are the points we want to hit the most. Please leave links if you are unsure how to format so that we can fix our page aesthetically to our liking.

Cecilia Parra said

at 8:03 pm on Feb 20, 2013

I really like the color coding, its appealing as well as the visuals of examples of activities, very helpful/great informal assessment methods.

nenette p. stephens said

at 8:03 pm on Feb 20, 2013

(3) colorful, very appealing, good ideas/sun-headings; informative
(2) research based (in-depth)

Brian Jones said

at 8:03 pm on Feb 20, 2013

Question- Can I get back to you on my 3-21? By Thursday

Laura said

at 8:11 pm on Feb 20, 2013

Compliments: lots of visuals, love the strategies, informative
Suggestions: Use research based information; the color of the text isn't too appealing (the green)

Kimberly Leyva said

at 8:20 pm on Feb 20, 2013

3) Good graphics, good examples of activities, good citations.
2) Extend on activities and the aspects of phonological awareness they address, extend more on ideas discussed.
1) Other than talking, are there any ways for parents to enhance phonological awareness?

Stephanie said

at 10:55 pm on Feb 20, 2013

The text color is for citing purposes :) It is going to be removed at the end.

Viridiana said

at 6:46 pm on Feb 23, 2013

3) Love the pictures, videos, and activities
2) Maybe expand on teaching examples or how parents can help
1) Which strategy is used most in schools to teach phonics?

Danielle Thrasher said

at 10:57 pm on Feb 25, 2013

compliments: good visuals, a lot of instructional examples, and videos
suggestions: It would be helpful for the reader if the topic was extended to include more textual information regarding phonological/phonenic awareness and maybe also look into more peer-reviewed articles that provide research based niformation
question: How do the instructional activities/strategies provided develop or improve phonemic awareness?

Mercedes said

at 2:42 pm on Mar 20, 2013

Added stages of development and extended the concepts of phonological an phonemic awareness

nenette p. stephens said

at 10:15 pm on Mar 25, 2013

Added the ff:
1. Links to Phonemic Awareness Articles
2. Video Clips for Effective Speech Sound Activities (four series)
Launching Young Readers.

nenette p. stephens said

at 10:32 pm on Mar 25, 2013

Kimberly and Christine,
Per agreement, I used (12/normal) on defining phonemic and phonological awareness; have also changed some text color to black.I'm not sure if we are to change (are we allowed) sub-topic/heading colors and font size and have decided to leave as is. Any questions/comments, let me know. Thanks.

icatyger@aol.com said

at 2:49 pm on Mar 30, 2013

I moved that large diagram to top of page and started to label each strategy to try and create a more cohesive flow. I am having a wail of a time trying to get all the fonts to match up. UGH

icatyger@aol.com said

at 2:51 pm on Mar 30, 2013

I think the subtopics should be in 18 font. Ill also make sure all the activity names are in red. Does anyone have a preference for color for subheadings? Ill try one and see. -christine

icatyger@aol.com said

at 4:34 pm on Mar 30, 2013

one more thing-kim do you know how to create a new page? or nenette? I was thinking we should make a link to another page and move all the activities onto it. that would probably clean up the page a lot.

nenette p. stephens said

at 8:12 am on Apr 1, 2013

Kimberley,
no idea to make a link to another page, the ff are some changes I made on the page so far:
1. paragraph indention
2. subheadings all in blue color (made it uniform)
3.Activities information font size normal/12; color from gray to black
4. quotation placed in the center; changed color from gray to black

pretty much just work on polishing text colors/size....

Kimberly Leyva said

at 8:02 pm on Apr 2, 2013

I will finish up the links to another page, and try and find more videos to input in the page. Looks great so far ladies.

Kimberly Leyva said

at 9:08 pm on Apr 2, 2013

I linked the "Phonemic Awareness Activities" heading to a word document with all the activities listed. I left the pictures & title of each activity in case the establishers/editors want the activities listed as they were with the original pictures, all they have to do is copy and paste them. I added a video about what phonemic awareness is, how to make a bead slide, and a video with an example of blending as a phonemic awareness skill. Let me know if there is anything else you can think of that needs to be done.

icatyger@aol.com said

at 2:59 pm on Apr 3, 2013

Guys I left that one activity in blue-the approach one-because I have no idea what to do with it or what it is? Im thinking of highlighting the whole thing some how so that way the last people can decide if they want to delete it. Thoughts?-Christine

icatyger@aol.com said

at 3:01 pm on Apr 3, 2013

Also =, anyone have thoughts on what to do with those two quotes at the end of the page? they are very much out of place. I guess we just leave them and editors can delete or move as needed. Still haven't figured out the page link idea so editors I think this is something you should do (If you can)

Caitlin McClure said

at 6:44 pm on Apr 3, 2013

I was only able to link to another document, not another page. Editors can fix it if they don't like it. Good work ladies. :)

Christina Bautista said

at 9:44 pm on Apr 14, 2013

Stephanie and Monica, what do you think so far? I tried to delete some of the added white space. I think the other groups did a great job.

Stephanie said

at 8:01 pm on Apr 22, 2013

Woman get off so I can fix this. Lol

Stephanie said

at 10:25 pm on Apr 22, 2013

Someone please clean up the teaching strategies part. I'm not sure what to do with it. I added links to other pages so that the page itself doesn't look lengthy.

You don't have permission to comment on this page.