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Phonological Awareness And Reading

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Recommended: Literature review on phonemic awareness

1-Introduction
Reading is an essential component of academic learning and base of becoming an informed member of community(Koda, 2008), Also, it is believed that reading is in the top of the national agenda.(McGill-Franzen, 2011).Since the ease of learning to read and spell depends on our native language, the incidence of developmental dyslexia depends on the depth of the language. the incidence of dyslexia for speakers of alphabetic languages is between 5% and 15% (Brunswick, 2009).
Phonological awareness is the metalinguistic ability by which children can recognize (and manipulate) individual sounds in oral language, from words to syllables and phonemes. According to Everatt (2006) phonological awareness is understanding speech sounds regardless …show more content…

In alphabetic languages such as English, individual spoken sounds are represented by individual letters or groups of letters. For reading and spelling, a young child should learn the complex rules by which these letters and sounds relate to each other. In languages with non-alphabetic orthography such as Chinese, There is no need to break words down into individual phonemes. Phonological impairments can cause greater difficulty in alphabetic languages than in logographic languages (Brunswick, 2009: 48). Several studies have shown that phonological awareness is essential in literacy and development of skills in reading and writing. The importance of this capability is to the extent that some children especially poor reader may never attain qualification for doing the complex phoneme manipulation …show more content…

The sample consisted of two language groups, namely first-language English (EL1), an opaque orthography (n=42) and second-language English with first-language one of the nine official African languages of South Africa (EL2), a transparent orthography (n=37). English is deep language due to its inconsistent grapheme-to-phoneme correspondence and irregular orthography (Wydell, 1999). His primary aim was to examine the relationship between phonological awareness and working memory. He found that the relationship between working memory and phonological awareness depended on the depth of analysis of phonological awareness, which determines the level of demand made on working memory. It shows that the type of the task is very important in the result of test’s

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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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Oral language include a few areas, such as: phonology that includes the system of sounds within a language; phonemic awareness is the most complex level of phonological awareness and include blending, segmenting, manipulating sounds; semantics (developing expressive and receptive vocabulary); syntax (set of rules to follow to combine words and phrases into sentences, and sentences into paragraphs); morphology (focuses on the smallest units within a word, and rules how to form words); discourse (oral and written

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Evidence-based phonological awareness instruction is instruction in which students are working with sounds. For example, students may work on rhyming such as with the words cat, bat, and hat. Phonological awareness is mostly focused on listening for the sound of words, and not on written words. In other words, phonological awareness instruction supports students in paying attention to how different sounds and words are made before they start working with printed words. Additionally, phonological awareness instruction is important because it helps children learn how to read.

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Language Awareness. By Paul A. Eschholz, Alfred F. Rosa, and Virginia P. Clark. 11th ed. New York: St. Martin's, 1974. 342-45.

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I think something that should be looked at would be how reading is connected with the way we write which

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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).

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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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Prior to this class I thought phonics and understanding the sounds (A for Apple /a/) was all that was needed to know in the alphabet to understand to read and write. It is known now even with my personal understanding that learning how to read and write goes deeper than understanding the sounds of the letter and what the letters look like in a word. As a young child I had a difficult time reading and I now understand my phonemic awareness was weak. I recall as a young child not understanding how to rhyme and pronounce words properly and due to my lack of understanding how to read I had a tough time writing stories, essays, summaries and poems.

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Readers learn the alphabetical principal and that letter represent a specific speech sound. Students begin to learn phonics rules and patterns which are not always regular. For instance, there are silent letters and vowel pairs that make different sounds depending on the context of the sentence in which it used. Not all words a phonetically regular so student need to learn sight words. As students move through the reading process, they begin to decode more complex words with multiple syllables.

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This research study article “Dialect Awareness and Lexical Comprehension of Mainstream American English in African American English-Speaking Children” written and conducted by Jan Edwards, Megan Gross, Jianshen Chen, Maryellen C. MacDonald, David Kaplan, Megan Brown, and Mark S. Seidenberg examines the sociocultural conditions of AAE. The writers hypothesize that children who speak AAE have trouble comprehending words that are not commonly present in the dialect. The purpose of the study is to promote dialectal awareness and dialectal comprehension. The article’s research team is from the University of Wisconsin Madison, which holds one off the nations top Speech Language Pathology programs.

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In conclusion, the process of reading is incorporated throughout our daily lives. Without it, many people struggle to understand, correlate, and even express themselves in an enlightening manner. With that in mind, comprehension, phonological awareness, phonics, fluency, vocabulary, and oral language are the six essential components that compose a well-developed

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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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Introduction and Outline This essay’s purpose is to highlight how school curriculum is altered in order to include a student with additional learning needs. Every student is unique and for that reason a teacher must differentiate the curriculum to suit the needs of student with a specific learning difficulty. Dyslexia is the learning difficulty which will be examined theoretically and methodically in this essay. This essay will examine the different learning theories of how to engage a child with dyslexia in the classroom.

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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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The agreements are the expected form or manner that these cues should take, including the spelling of words, punctuation of sentences; and format of text such as paragraphs. Phonological Awareness and the Graphophonic Cueing System Students develop an awareness of how language works and an understanding that oral language is made up of many parts. Communication is made up of sentences, sentences are made up of words, and words are comprised of syllables and sounds. Typically, emerging readers refine their awareness of the phonological components, and eventually understand how the graphophonic system works.

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