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:
In the article, Overcoming Dyslexia, Sally Shaywitz, M.D, defines dyslexia in terms of its impact on readers and its causes. One defining factor of dyslexia is a lack of phonemic awareness, which is to have difficulty recognizing that words are made up of separate sounds called phonemes. As a result, individuals with dyslexia struggle to link letters, decode, and identify words. Decoding is demonstrated when a child categorizes words based on the location of their sounds, such as in the example: words that begin with ‘p’: ‘pig’ and ‘pen.’ Before a reader can find meaning in the text, it is crucial that they decode the separate phonemes.
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.
As phonological awareness is one of the strongest parameters of predicting the future reading success of the student, different approaches should be implemented to generate efficient awareness about it in the early childhood of the
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.
Phonics instruction helps students process the connection of the written language and spoken word. There are three parts to phonics which is alphabetic principle of letters, pattern of the letters, and the meaning of the words and the their different forms. Students are taught how to decode words and learn by analyzing the onset and rimes. For example, if the student knows the rime -at, they can easily read the words such as pat, sat, cat, and mat. Students should be practicing and reinforcing the skills they learned, so they can be able to decode words on their own.
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.
