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Literature review on phonemic awareness
Short paragraph for phonemic awareness
Literature review on phonemic awareness
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In Dr. Louise Spear- Swerlings’ article, she stated that in Kindergarten through third grade, student should be taught five key elements for effective reading abilities, which are phonemic awareness, phonics knowledge, fluency, vocabulary and comprehension. Dr. Spear- Swerling, continued by saying phonic awareness is well develop in normally achieving reader by the end of first grade and by the end of third grade they should have acquired basic phonics knowledge. In addition to children excelling to become good readers, the instructions should be explicit and systematic, following a logical sequence of instruction. For instance, reading a decodable text that’s consisting of words with one syllable before advancing to an authentic text.
There are many reasons that a student may not be reading, and teachers need to not just compensate for the lack of skill but take step to develop a plan that incorporates
Kathy has phonemic awareness for the first sound in words starting with consonants. She understands the sound-symbol relationship for all consonants and has emerging knowledge for vowels. In addition to that she has a mild case of visual impairment which is getting worst, making it hard for her to participate in daily routines. Her teacher is very aware of her disabilities and how it affects the learning process. IEP& 504:
Adams recalls when her son was being taught to read over Zoom: “In kindergarten and again in first grade, her son and his classmates were taught that when they came to a word they didn’t know, they should look at the first letter, look at the picture in the book and think of a word that would make sense. They weren’t told to sound out the word”(Hanford 1). It is evident that this method of teaching was ineffective as it does not teach children how to sound out a word for them to read and understand it. Hanford uses research that demonstrates how schools have not been effective in teaching children how to read, which is a crucial skill to learn. Hanford states, “In a 2019 survey by Education Week, 72 percent of elementary special education and K-2 teachers said their schools used balanced literacy”(1).
He is also working on his categorization and phonological awareness skills. 4. What methodologies or strategies appear to work best with this student? Tyler benefits from visual supports and repetition.
Educators can foster an inclusive learning environment for all kids by employing evidence-based tactics such as differentiated instruction, phonological awareness activities, multisensory techniques, phonics instruction, and the dual-route theory. References Birsh, J. R., & Carreker, S. (2018). Multisensory Teaching of Basic Language Skills: Vol. Fourth edition of the book. Brookes Publishing.
Research clearly states that phonemic awareness can be developed with direct instruction and it will significantly accelerate a child’s reading and writing achievement. The structure of language aids in building phonemic awareness and the child’s classroom teacher should be knowable in this area. Biological and environmental reasons do play a role in speech sound production (WETA, 2017). According to WETA, Reading Rockets (2017), Marilyn Jager Adams outlines five basic types of phonemic awareness tasks tutors can perform with children.
Phonological awareness (PA) is generically defined as the conscious ability to break words into individual sounds and manipulate these sounds. PA abilities have been shown to affect early literacy skills in normal hearing children and deaf and hard of hearing (DHH) children alike. Even though advanced cochlear implant (CI) and hearing aid (HA) technology is making tremendous strides for the DHH community, these hearing devices still cannot completely restore normal hearing or fully represent all aspects of normal speech sounds. Therefore, children within this population are potentially at a higher risk for speech disorders, delays, and language difficulties. If research studies can lead to a better understanding of how PA develops in young children with CIs or HAs, then educators and Speech Language Pathologists (SLP) will be able to identify which children are at a higher risk for literacy delays later in life; consequently, preventing these delays by facilitating early development of PA skills.
Students learn the alphabet and the sounds of each letter in the alphabet before they learn the meaning of words. Phonics instruction helps every student, especially those struggling to read. Students particularly with autism- spectrum disorder and other cognitive disorders benefit from learning about phonemes. This opens the door for understanding the meaning of words because students will be able to decode the words in front of them. Decoding is deciphering the information given.
Phonological Awareness Training plus Letter Knowledge Training is a “general practice aimed at enhancing young children’s phonological awareness, print awareness, and early reading abilities” (website). This practice is adding two skills together, phonological awareness and letter knowledge training. Phonological awareness itself is the awareness of the sound structure of words is understanding that words are composed of phonemes, “the smallest units of sound in spoken words” (Smith, Simmons, & Kame’enui) and can be manipulated to make new words and involves training activities to teach children to “identify, detect, delete, segment, or blending segments of spoken words”( wwc) . According to Smith et al (1998), phonological awareness can be
The student struggles with phonological awareness, consequently they are not attempting to sound out unknown words. The student is guessing words, which are unfamiliar word, they guessed one of the characters’ names, there was no decoding or chucking to establish the word. The student went with the first letter and end sounds of the word. To be phonologically aware a student needs a good knowledge and understand of the relationship between letters and sounds and a sturdy base of sight words.
As an educator passionate about literacy and supporting at-risk students, I draw inspiration from my childhood struggles with learning to read. Throughout my K-12 experience, I was that struggling reader and only became motivated to read and write more fluently after finding books that interested me and working closely with a teacher who did not allow me to give up on myself and my goals. My initial pursuit of elementary and special education gave me a unique perspective on education from both lenses. Throughout my teaching career, I have sought to implement and embrace the best approach to literacy instruction and intervention for my students. While teaching special education at a public school on the south side of Chicago, I discovered my aspiration to become a reading specialist during my time in the Wilson Reading System (WRS) Level 1 practicum.
As educators we need to understand why this component is so important to literacy instruction. Phonemic Awareness is understanding that spoken words are made up of phonemes and that those sounds can be manipulated. This knowledge allows students to make connections in when they see these words in print. “Students with strong phonological awareness are likely to become good readers, but students with weak phonological skills will likely become poor readers (Blachman 2000). As teachers we must make sure that students are given opportunities to play with words and sounds.
In addition, interventions to improve phonological awareness abilities lead to significantly improved reading abilities. As Sam & Rojian (2013) added, the relationship between phonological awareness and reading abilities changes over time. All levels of phonemic awareness ability (syllable, onset-rhyme, and phoneme) contribute to reading abilities through early grades. The relationship between phonological awareness and literacy is often explained in terms of its role in decoding and encoding.
First one is that activities should be appropriate children`s age level. Second one is that instruction should be purposeful and third one is that activities and materials should be integrated with other components of a balanced literacy programs. A teacher can teach identifying words, categorizing words, substituting sounds, blending sounds, and segmenting sounds by doing age appropriate activities with children. Teachers assess children by using screening test to determine the level of their knowledge about phonemic awareness and they use instruction assessment cycle are planning, monitoring, evaluation, and reflection. Phonemic awareness is important to learn how to read and it is prerequisite.
