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Phonemic Awareness In English Language

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Phonemic awareness is the notion that spoken words can be broken down into smaller sound units, known as phonemes. It is likely that, children who are read to from an early age, in particular texts that rhyme, often acquire the foundation of phonemic awareness. Along with this, it is also likely, that children who are not read to, will need to be taught the concept of phonemes and breaking down words into smaller sounds once they reach school. According to Berg and Stegelman, (2003, as cited by Hamilton, 2007) children must first become aware of the sound structure of language to make the transition from oral language to literacy. Likewise, Chard and Dickson (1999, as cited by Hamilton) established the idea that phonemic awareness can establish …show more content…

It is through rhyme generation that students become involved with the ‘isolating, blending and manipulation’ (Antonacci & O'Callaghan, 2012, p.6) of sounds on numerous levels. Furthermore, Fellows, Janet and Oakley (2014), explain that rhyme generation can be a challenging activity for some children whose vocabulary is limited, and those who do not speak English as a first language. To overcome this, Fellows et al., (2014) encourage teachers to ask students to create ‘nonsense’ words instead of actual words that rhyme. For example, if a child was asked to rhyme with ‘play’, they could make up words such as ‘tay’ or ‘fay’. Frequent assessment and ongoing observations should be continual when teaching phonemic awareness, this is so children who gain competency are not required to partake in activities that won’t necessarily benefit them. Additionally, Foorman and Torgensen (2001, as cited by Hamilton, 2007), claim that phonological awareness coaching is successful when delivered to small groups of students (no more than five), as well as the inclusion of alphabetic letters and less phoneme …show more content…

While there are a wide mix of methods to teaching phonics, teachers generally practice instruction with a balanced, assorted program that involves reading skill instruction and engagement in literacy rich experiences (Hill, 2012). It is commonly agreed upon in the field of reading, that a child’s capacity to segment and blend sounds that create words is paramount in becoming a skilled reader (National Reading Panel, 2000, as cited by Daly, Chafouleas, Persampieri, Bongiglio & LaFleur, 2004). To ‘blend’ is to pull individual sounds and syllables together within a word, for example “ca” in “cat”, whereas ‘segment’ is where words are broken down into individual sounds and syllables, for example, “kitch|en”= 2 syllables/ sounds. Both practices demand that each individual phoneme is recognised by the student, in this instance, clapping is a useful tool to count how many syllables there are in a word. …Studies have shown that pictures of objects can also assist in developing blending and segmenting skills (reference). Students could be provided a picture, eg. a dog and asked to sound out each of the individual sounds in the word. For example, /d/…/o/…/g/ is comprised of three sounds. Phonics International (2011), also encourage the emphasis of letter sounds when initially teaching

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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.

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The children been working on beginning letter sounds and this lesson is a new learning strategy to reinforce the concept in a fun and appealing song that help reproduce the sound patterns. Have been working with ELL students on letter sounds at beginning of words. Been going over the farmer in the del song and naming the animals on the farm as background knowledge and something to relate to the children to see the sound at the beginning match the animals. Students will be observed by the teacher as they are singing the song and making the beginning letter sounds. The teacher will be looking for the correct pronunciation of each word and sound isolations.

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Rhyming builds sounds a child needs to lean literacy and prepare they to read. Responsive interaction involves tuning in and using gestures, facial expressions, and child directed speech. Phonological awareness is the ability to identify the sounds of language. The things I learned was the benefits of rhyming develops relationships, phonological awareness, vocabulary and knowledge.

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so I decided to create a set of letters with pictures attached to them so that he could identify the sounds easier and we could understand what letter he was trying to say. For example, c’s were often pronounced as t’s so ‘cat’ was pronounced ‘tat’ and g’s were pronounced as d’s so dog would we said ‘dod’. In order to concentrate on a single letter and try to find a word that he could pronounce correctly, I created word mats of pictures starting with a single letter and we played games of trying to guess which picture I was

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The sound system is more complex and inconsistent in English than in other languages. There are more than 40 different phonemes in spoken English, and there can be a number of different phonemes to represent the same sound (for example, f and ph'). Phonics helps us to look at the different letter patterns together, along with their sounds. Synthetic phonics puts the teaching of letters and sounds into an orderly framework. It requires the reader to learn simpler individual sounds first, then start to put them together to form words, and finally progress to the most complex combinations.

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Phoneme Segmentation is the ability to break down words into their constituent sounds. An example would be breaking the word ‘cat’ into its component sounds c-a-t. Being able to split words into their separate speech sounds helps students to encode unfamiliar words, which is an advantage when learning to spell. d. Segmentation of sentences: Learners sometimes get confused by sentences and write down a string of letters in an attempt to put words onto paper. In this case, a teacher can write short sentences and ask the learner how many words there are. For example, ‘Swimming is fun’ contains three words.

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To segment at the phoneme level students

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Reading is an essential life skill. The ultimate goal of reading is to comprehend and make meaningful connections with text. Therefore, the development of skills needed for reading begins at an early age and progresses through stages into adulthood (Chall, 1996). Within the early stages of reading development, children begin learning and acquiring these specific skills. Moreover, many of the skills learned during early childhood are constrained skills.

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Therefore, Dr. Giselle is able to provide an adequate analysis of the research data. Stephanie L. Hensel is a researcher in the Department of Education at the University of Michigan with an expertise in phonology, morphology, and sociolinguistics. The audience of the article is likely people who are interested in the field of sociolinguistics, particularly AAE. Overall, the article is more informative that

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Teachers are able to model phonics as they instruct their students and continue to talk about their writing. Consonants and vowels present their own issues for struggling learners, Consonants can be difficult to learn the pronunciation and position for the mouth for each letter's sounds.   While vowels can make two sounds and the student must determine which sound based on the letters in the word.

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With that in mind, children first begin to identify the sound of words with an object. For example, if someone says the word lamp, a child will be able to point to the

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Share (1999) convincingly describes how decoding skills are supported by vocabulary, syntactic and semantic understandings. Speece and Cooper (2002) report a connection between early semantic skills and reading comprehension in their study of the connection between oral language and early reading. Decoding is vital because it is the basis on which all other reading instruction builds. If children are unable to decode words their reading will lack fluency, their vocabulary will be restricted, and their reading comprehension will suffer. Explicit, systematic and multi-sensory phonics instruction produces effective decoding skills.

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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.

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TEACHING PRIORITIES OF PRONUNCIATION English is significantly different from our own languages. In the majority of lessons or topics, learners do get some opportunity to speak, and it is obvious that no one can speak without pronunciation. It is also obvious that pronunciation can be an instant and problem to communication, even between the speakers whose knowledge of English is generally good, and would have no difficulty in communicating with each other. There are many features of any topic that can be learned and taught, but there are certain topics that cannot be learned neither taught. When learners are asked about their priorities, one thing that often comes up is ‘pronunciation’.

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Phonemic Awareness and Phonics As a ESL student, I learned a lot information to teach young students to read, pronounce letters and words. “English is an alphabetic language, and children learn crack this code as they learn about phonemes (sound), graphemes (letters), and graph phonemic (letter-sound) relationship (Tompkins, p.103). My first language`s letters sounds never changed, but in English it changes when different letters come together for example “sh”, “ch” and words are cat and cent. When you read these word, sound is changing first letter of words even same letter.

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