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Running head: PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 1
Professional Development on Phonemic Awareness Activities
Patricia E. Dickens
Towson University
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 2
Professional Development Plan
Teaching Alphabetic Knowledge and Phonemic Awareness Using Hands On Activities
Session One
Objective 1: Participants will be able to identify research based reasons to teach alphabet
letter names to young children.
Objective 2: Participants will be able to demonstrate one activity that can be used to
teach alphabet letter names.
Anticipation guide: To begin session one, participants will use sticky notes to agree or
disagree with the following statements:
1. Understanding of the alphabet requires children to understand four separate yet
interconnected components. Sharing Alphabet Books in Early Childhood
Classrooms, (Jones, 2007).
2. Letter-name knowledge is necessary for children to develop phonological
awareness.
3. The language used in sharing alphabet books with children makes a difference in
learning the alphabet names and sounds.
4. Using music and art can enhance alphabet letter name learning.
5. Hands on activities are the best way to teach alphabet letter names.
6. Hands on activities take too much time to plan and prepare to be useful in my
teaching.
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 3
After completing the anticipation guide, a short discussion will be conducted using a
Think-Pair-Share.
Direct (Explicit) Teaching: A review of the research will be covered in a power point
presentation. The information that will be included:
Snow et al. said in 1998 “Knowledge of letter names is a strong predictor of
later reading success” (Jones, 2007, p. 452).
Four components necessary for letter name understanding are: letter shape
knowledge, letter name knowledge, letter sound knowledge, and letter writing
ability (Jones, 2007)
A wide range of experiences is necessary for young children to learn the
alphabet letter names and sounds. (Jones, 2007)
During the power point presentation, I will have the participants use a minute reflection
to evaluate what they have learned so far.
After viewing the video, reflect on your knowledge of letter sounds. Do you see
any changes you should make when you model the letter sounds? Discuss your
response with a neighbor.
Modeling:
During this part of the Professional Development, I will demonstrate activities
that can be used to introduce and review letter names. I will read an alphabet book and
include some suggestions for talking about the letters during pauses in the reading. Next
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 4
I will demonstrate making letters from sand paper and making letter rubbings and
introduce individualized alphabet books children can make using an internet website to
collect pictures for the book. We will conclude this part of the session by brainstorming
a list of other activities that can be used to provide hands on activities to teach alphabet
letter names.
Coaching:
After explicit instruction, we will have a collaborative session in which groups
plan a lesson together to teach a letter of the alphabet that will incorporate hands on
activities. The groups will become “critical friends” groups in which the groups will
present lessons to the whole group and then have, questions asked to clarify, feedback for
suggestions to improve the lesson, response from the small group and then an opportunity
to debrief how the group reacts to the process. I will introduce an observation checklist
the participant can use when they observe each other’s lessons. From this process, I hope
that participants will take the lessons back to their classrooms to actually try.
Independent:
After the coaching part of the presentation, I will invite the participants to make
the materials necessary to carry out one of the activities they planned in order to teach a
lesson independently using what they learned from the session. They can also discuss a
minute reflection telling two activities they would most like to try in their classroom.
During the next month, I would like to have participants invite me to observe a
lesson in which they use some of the techniques we talked about in the session. I would
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 5
use an observation checklist and after the lesson, we would talk about the lesson and
reflect on how the lesson improved the learning for the students involved.
At the conclusion of this session, I will give the participants an evaluation form to complete to
assess their reaction to the entire session.
Sessions Two and Three: (this session may have to be divided into two)
Objective 1: Participants will be able to define phonological awareness.
Objective 2: Participants will be able to tell how phonological awareness is different
from phonics.
Pre-assessment:
The participants will play a Jeopardy type game with answers and questions about
phonological awareness. I can use this to adjust my session if necessary to make the explicit
teaching more of a review.
Direct (Explicit) Teaching:
After playing the Jeopardy game, I will review the information that appears to be familiar
to the participants and introduce any material that is less familiar or unknown to them.
Teachers must understand the importance of phonological awareness to reading success. I
will also explain the sequential order that these skills should be taught. Finally, I will model
some activities that can be used to teach these skills. In an online article by David J. Chard
and Shirley V. Dickson, phonological awareness is defined as follows:
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 6
Phonological awareness is the understanding of different ways that oral language can be divided into smaller components and manipulated. Spoken language can be broken down in many different ways, including sentences into words and words into syllables (e. g., in the word simple, /sim/ and /ple/), onset and rime (e. g., in the word broom, /br/ and /oom/), and individual phonemes (e.g., in the word hamper, /h/, /a/, /m/, /p/, /er/). Manipulating sounds includes deleting, adding, or substituting syllables or sounds (e.g., say can; say it without the /k/; say can with /m/ instead of /k/). Being phonologically aware means having a general understanding at all of these levels. (V.Dickson, 1999)
I plan to use an umbrella and raindrop cut-outs to explain the relationship of Phonological
Awareness and the sequence from the less complex to more complex skills that need to be
taught. I will also review that research has shown that direct teaching of these skills are
important for all young children and for some, who are identified at risk, more intensive
instruction is needed. This instruction must be age appropriate and engage the learners.
At the conclusion of the direct instruction, I will have the participants complete a minute
reflection about three things that they either learned or had reaffirmed during the presentation
so far. We will have a short sharing session including how they think this research can affect
the learning of their students.
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 7
Modeling:
I will model the following activities that can be used to teach phonological awareness
for each stage of the process.
1. Rhyming-I will use participants to demonstrate how dramatization of nursery
rhymes is an age appropriate and engaging way to teach phonological
awareness to young children. Another activity would be to read excerpt from
the book The Hungry Thing which can be used to help children produce
rhyming words. Following the reading of the book, several activities can be
used to scaffold the students to independently substitute beginning sounds.
(Yopp, 2000)
2. Sentence Segmentation-the activities I will use for this goal will include
clapping the words in sentences and building “living sentences” with word
cards and participants.
3. Syllable Segmentation-Using colored pieces of paper to represent syllables in
student’s names after clapping the syllables in each name. Later the students
can use colored pieces of paper to glue on their own drawing paper for the
syllables in their names and then draw self portraits. A sorting activity can
follow in which the students get up and gather in groups by the number of
syllables in their names. After sorting, the students can practice pronouncing
each other’s names and telling how many syllables in each name. A book that
can be used as follow-up is Tingo Tango Mango Tree by Marcia Vaughan.
(Yopp, 2000)
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 8
4. Onset-Rime Blending/Segmentation-The following activities can be used to
teach blending onset and rimes. Mail a package activity, Pat Pat Clap game,
and Make a Word. I will model each of these activities. (Yopp, 2000)
5. Blending and Segmenting Individual Phonemes-I will read the book Cock-a
doodle-moo by Bernard Most. This book can be used to introduce phoneme
manipulation. Follow-up activities can be to have children name other
animals and tell how they might sound if they were trying to replace the
rooster. The mix freeze group game can also be played with beginning
sounds. Each child would say the sound that their names begin with and get
together in a group with students whose names begin with the same sound. A
center activity called the Bag Game involves using picture cards and
connecting cubes to represent sounds. (Yopp, 2000)
Coaching:
During this part of the session, I will provide materials for the participants to
make the parts for at least one of the activities modeled and in small groups practice the
activities. Following the make and take, participants will complete the minute reflection
about how effective this type of activity is in a PD session.
Independent:
To assess how effective this part of the PD plan is I will ask the participants to
keep a list of the dates and type of hands on activity they used in their classrooms. At the
beginning of the next session, participants will bring their lists with them and spend a short time
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 9
discussing what activities they found most useful and if they saw any affect on the learning of
their students.
Session Four
Objective 1: Participants will be able to explain what the speech language approach to
early reading success is.
Objective 2: Participants will be able to tell how phonemic awareness skills are needed
to make the transition to phonics instruction.
Review of last session: This session will begin with a discussion of how the activities
learned in the last session were actually used in the classroom and a short evaluation of the
effectiveness.
Anticipation guide: Participants will begin this session by filling out an anticipation
guide after being given the objective and hearing the title of an article and reading each statement
from the article. They will complete the reflection part of the guide and have a discussion about
it at the end of the session.
Direct (Explicit) Teaching: This portion of the PD session will be conducted using a
power point presentation which would include the rationale for the method of instruction, how
phonemic awareness and phonics are related, and points to reflect and discuss what is being
taught.
Modeling:
Activities to be modeled will include ways to introduce the picture sound symbols
for some of the consonant sounds, how to make visuals to use with the picture sound symbols
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 10
and how to make and tell the stories for each of the sounds. This portion of the session will also
include the connection between what we have been doing so far only using the auditory mode
and now we will add the visual (alphabet letters) which is phonics.
Coaching:
Participants will break up into groups of two to make up stories for several other
letters of the alphabet and then each group will share their stories. After the presentations,
they will complete a minute reflection about whether they think they will be able to use this
activity in their classrooms and if they can think of any adaptations they might need to make
in order to meet the needs of their students. A think/pair/share will follow the reflection.
Independent:
I will ask the participants to observe one another teaching a lesson involving this
approach especially with small groups of students who need a more intensive approach to
learning phonemic awareness. An observation checklist will be provided and after the
observation, the lesson can be discussed in a critical friends group. To conclude this session, I
will have the participants complete an evaluation form to assess the effectiveness of the session.
Session Five
Objective: Participants will be able to explain hands on activities that can be used to
teach phonemic awareness.
Pre-assessment: To begin this session, I will have the participants brainstorm activities
they have tried so far and new ones they have found. We will also discuss what they would like
to learn about next.
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 11
Direct (Explicit) Teaching:
I will explain the research for two new activities to use with students who are at risk in
first sound fluency based on DIBELS and one type of authentic assessment that can be used with
all students to assess phonics ability.
1. The stop and go phonemic awareness game. (Jill Howard Allor, 2006) (Calfee,
2004)
2. Tile Test: A hands-on approach for assessing phonics in the early grades,
(Norman, Calfee, 2004).
3. Using Scaffolding to Teach Phonemic Awareness in Preschool and Kindergarten.
(Ukrainetz, 2009)
I will also give participants a handout which will include additional activities I have used
in the classroom that the students enjoy.
1. Picture puzzles to use in teaching beginning, middle, and ending sounds.
2. Elkonin box picture cards
3. Snail talk
4. The name game used to practice phoneme substitution
Modeling:
I will model the materials needed for the Stop and Go game and have one of the
participants role play with me how a student would be tutored using the game. Next I
will demonstrate how students can be taught how to isolate beginning sounds using
scaffolding. Finally I will model the Tile Test with the help of one of the participants.
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 12
Coaching:
Coaching will be done on an individual basis as participants want me to come in
and model a phonemic awareness session and/or observe one of their lessons. Feedback
sessions will be planned after each session to discuss the lesson.
Independent: Study group sessions will be planned to discuss effectiveness of the
activities used in their classrooms.
Implementation: The portion of this plan I would like to implement during this course
is session 1 and session 2. I think session one needs to be presented since it has a lot of
the background of the purpose of the PD. Based on discussion with the other
kindergarten teachers, session two would be most helpful to them.
Research Support of Practice
Research Studies on the Topic
There is a great deal of research that supports the explicit teaching of phonemic
awareness to young children and that alphabetic knowledge and phonological awareness skills
are the best predictors of later reading success. One study is by Hallie Kay Yopp and Ruth
Helen Yopp. In this article the authors acknowledge the importance of phonemic awareness and
explain just what the meaning of the term is. They say that phonemic awareness is “the
awareness that the speech stream consists of a sequence of sounds-specifically phonemes, the
smallest unit of sound that makes a difference in communication” (Yopp, 2000). The Yopps
give definitions of all the terms they use in the article. They then make suggestions for teaching
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 13
phonemic awareness that is developmentally appropriate. These activities include songs, chants,
and word-sound games. Other researchers mentioned in this article added word play, nursery of
Dr. Seuss rhymes, and exposure to storybooks. Yopp “argued that phonemic awareness
instruction for young children should be playful and engaging interactive and social, and should
stimulate curiosity and experimentation with language” (Yopp, 2000). Two other points that are
explained in the article said that not only should the instruction be playful but also deliberate and
purposeful and it must be only a part of a broader balanced literacy program. (Yopp, 2000) The
article concludes with a list and description of many activities that are developmentally
appropriate and include storybooks, songs, chants and games that can be used with young
children. All of these activities have been found to be effective in teaching young children. This
research supports my thinking that teaching the alphabet letter names and sounds through more
hands on activities and developmentally appropriate lessons.
Another research article presented a very interesting idea. This article reiterated the
research that phonological decoding is essential to reading. It is written by two speech-language
pathologists, Adele Gerber and Evelyn R. Klein. The authors explain that some of the teachers
of their clients noticed that children receiving articulation therapy excelled in phonics. When
these teachers told the authors this fact, they developed a program called “Beginning Reading
Through Speech” in a format appropriate for use in kindergarten and first-grade classrooms. The
article describes in detail some of the techniques that are in this program and provides the visuals
that can be used to teach the speech language approach. One statement made in the article is that
“If you want to make a difference, make it different” (Klein, 2004). I think so many times we try
to teach a struggling student phonemic awareness by simply repeating the same procedure two
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 14
times or more a day (a “double dose”) instead of looking for a different way to teach the concept.
This is one of the techniques I would like to include in my PD plan.
Tile Test: A hands-on approach for assessing phonics in the early grades, an article by
Kimberly Norman and Robert Calfee, expands the phonemic awareness teaching to include not
only knowledge of the English orthography but also students need to understand it so they can
apply it to reading. The authors have designed an assessment tool that is easy to create, learn to
use and takes only about fifteen minutes to administer. The Tile test can be used to evaluate
early readers’ and writers’ understanding of letters, sounds, words, and sentences. There is a
website, www.education.ucr.edu/read_plus which makes available the assessment materials.
This is a hands on approach to assessment and is developmentally appropriate for young
children. (Calfee, 2004)
The next article I would like to use in my PD plan is one by Barbara Bradley and Jennifer
Jones. It is Sharing alphabet books in early childhood classrooms. (Jones, 2007) I was
particularly interested in this article because in my needs assessment before starting my project,
the preschool teachers indicated a need to find a way to help their students who had trouble
learning the alphabet letter names. This article addressed the topic of using alphabet books to
teach letter names. The authors agreed that these books can help students learn the letter names
and sounds if the teacher sets out with a purpose in mind when selecting the book and specific
questioning occurs before, during and after the reading. The article includes a list of alphabet
books and the features of the text and how they can be used in teaching the alphabet. Some of
the activities and book talk techniques could be helpful to the pre-k teachers at my school and
will be included in my PD plan.
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 15
Other articles I found that support my premise that young children need hands on
activities in order to learn phonemic awareness and become competent readers are:
Using Scaffolding to teach phonemic awareness in preschool and kindergarten by Lea
McGee and Teresa Ukrainetz. (Ukrainetz, 2009) I have used this technique in my classes
and found it very effective. I would like to include this in my project.
Phonemes in use: Multiple activities for a critical process by Patrick Manyak. This
author recognizes the critical role of phonemic awareness in the development of
beginning reading and in his article describes five different activities that can be used for
young students. He states that “ these activities all involve segmenting and blending
phonemes within the context of reading and writing words, but each one does so in a
slightly different way”. (Manyak, 2008)
The stop and go phonemic awareness game: providing modeling, practice and feedback
by Jill Allor, Kristin Gansle, and R. Kenton Denny. This article shows how the DIBELS
assessment can be used and the information obtained from it to implement a game to
teach phonemic awareness. (Jill Howard Allor, 2006)
Drama rhymes: an instructional strategy by Betty Roush is an interesting article about
acting out nursery rhymes. The author explains why it is important for young children to
learn nursery rhymes and details a way to dramatize them in order for the children to get
more benefit in phonemic awareness than simply listening to the rhymes or quickly
acting them out. (Roush, 2005)
The effects of an adapted interactive writing intervention on kindergarten children’s
phonological awareness, spelling, and early reading development by Sharon Craig
introduces another approach to teaching phonemic awareness. The author explains how
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 16
interactive writing can be more effectively used to teach young children phonemic
awareness skills. (Craig, 2003)
Do students with and without lexical retrieval weaknesses respond differently to
instruction by Allor, Fuchs and Mathes is another article I found when doing my
research. I was especially interested in this article because I did not know what “lexical
retrieval” was. “Lexical retrieval is the retrieval of phonological codes from long-term
memory”. (Jill Howard Allor D. F., 2001) After reading the article I think I became
aware of a problem some of my students may have in learning to isolate beginning,
middle or ending sounds in words. I would like to do more research in this area to bring
into my project because it may be that there are ways to improve lexical retrieval before
or during teaching phonics that would do more to help our struggling learners then simply
giving them a double dose of the same thing.
Effects of phonemic awareness instruction on the encoding skills of children with severe
speech impairment by Blischak, Shah, Lombardino, and Chiarella. The authors
concluded that interventions in phonemic awareness were effective in increasing reading
and spelling ability of children with varying disabilities. (D.M. Blischak, 2004) I chose
this article specifically because of a child in my class with an ssi and wanted to see if
there were some techniques I could use in the classroom that would help him get off to a
better start in reading.
The research I chose for this project is all connected to phonological awareness and alphabetic
knowledge. Each one supports my belief that the most important thing I can teach my
kindergarten students is phonemic awareness. This is only a part of literacy teaching in my class
but my understanding of the research is that if children do not get this skill in the early years in
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 17
school it will affect the child’s ability to read the rest of his life. Right now I feel I end up just
giving a struggling reader more of the same and see the need to vary the presentation and use
more hands on activities to reach these students and see them succeed in reading.
Reading Theory Supporting the Teaching Phonemic Awareness
Each of the articles in my list above mentions research that supports the current belief
that phonological awareness in young children and in particular the ability to manipulate
individual phonemes (segmenting and blending) is the best predictor of later reading success.
Learning to read is an extremely complicated process and in my LETRS training the phrase
frequently used was “we are not hard wired to read” (Moats, 2005). We use an alphabetic
system of reading and writing and students must first master this system to be able to read. In
Chall’s Stages of Reading Development, alphabetic decoding is the second stage of reading
development. (Moats, 2005, p. 31). “Children who are better at playing with rhymes, syllables,
and speech sounds often learn to read more quickly because these skills enable them to learn the
alphabetic principle and to learn phonics” (Moats L. H., 2010). Research also supports the fact
that this training must be done at an early age. The National Reading Panel in its report stresses
the importance of phonemic awareness training in a child’s success in learning to read. The
report identified five factors that, when taught properly, provide the greatest chance of success in
learning to read. These factors are supported by empirical research. These factors are; phonemic
awareness, phonics, reading fluency, vocabulary and comprehension. (Padak, 2009). From the
research I have reviewed phonological awareness is an essential part of learning to read. Since it
is so important, teachers must be careful to provide the best instruction possible to assist their
students in acquiring this skill so they can achieve reading success. Therefore, my PD project is
focused on helping teachers find ways to improve phonological awareness training. All of the
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 18
sources I consulted did emphasize that phonological awareness is only part of a balanced literacy
program and should not be considered the total reading program.
Relationship Between Instruction and Student Achievement
The research articles, textbook chapters, LETRS modules, and the NPR report all cited
that phonological awareness training in the first two years of school resulted in improved reading
ability later in the student’s education. Measurement of reading achievement was done in
various ways. Some of the assessments used included the DIBELS assessment, the TOPA,
PPVT-R, RAN, Curriculum-Based Measurements, the Tile Test, and other informal reading
assessments. This success rate also supports the fact that phonological awareness training is well
worth the time spent each day in the classroom. The time spent is also important to note. All of
the research supports the fact that is does not take a great deal of time to do this training.
Lessons are most effective when kept brief, about fifteen to twenty minutes a day, and can be
done with a whole group or if intensive intervention is needed the training can be done on an
individual or small group basis.
Research on Professional Development Supporting this Project
The professional development I am most familiar with is the LETRS training. This
training developed by Louisa C. Moats, devotes four of the modules she wrote almost entirely to
the teaching of phonological awareness. Houghton Mifflin, the curriculum our county uses to
teach reading, has incorporated a daily lesson for kindergarten in phonological awareness and
provides new teachers with in-service training on each part of the balanced literacy approach
they promote. When I researched Professional Development in Phonological Awareness online,
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 19
there were multiple listings supporting the necessity for effective phonological awareness
training either in an informal individualized approach or to whole groups of teachers.
Reflection: before, during and after professional development
Before: A pre-assessment will be given to the participants to determine what is already known
about phonemic awareness. This will be done in a cooperative learning game called Numbered
Heads Together. Groups of four will be chosen and then the groups will be given a question
about phonemic awareness or a word to define. After having a chance to discuss the question in
the groups, one member of each group will stand and answer the question. The other members
of the class will indicate with thumbs up or down if the answer is correct. In addition each
participant will be given a note card on which to share any phonemic awareness activities they
have successfully used in their classrooms. These ideas will be discussed at a later time.
During the PD: I will give the participants opportunities to do minute reflections of how they
think the sessions are going, what they can take away from the sessions and use right away in the
classroom and what questions are still unanswered. I will also observe the participants to see if
discussion is going well or needs to be redirected.
After: In the evaluation of the session, I would like to know if the participants can see an impact
of their classroom practice and student achievement as a result of the session. My assessment
form will be designed to assess that goal. I would also like to make some observations in the
other classrooms to see if the strategies taught are included. In addition I plan to reflect on my
own teaching to see if I am implementing these strategies.
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 20
Development of materials
The PowerPoint I will use will be introduced at the beginning of the session and included in the
explicit teaching and modeling of the theme of the session.
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 21
Reference Page
Calfee, K. A. (2004). Tile Test:A hands-on approach for assessing phonics in the early grades. The Reading
Teacher , 42-52.
Craig, S. A. (2003). The effects of an adapted interactive writing intervention on kindergarten children's
phonological awareness, spelling, and early reading development. Reading Research Quarterly ,
438-440.
D.M. Blischak, S. S. (2004). Effects of phonemic awareness instruction on the encoding skills of children
with severe speech impairment. Disability and Rehabilitation , 1295-1304.
Jill Howard Allor, D. F. (2001). Do Students With and Without Lexical Retrieval Weaknesses Respond
Differently to Instruction? Journal of Learning Disabilities , 264-275.
Jill Howard Allor, K. A. (2006). The Stop and Go Phonemic Awareness Game: Providing Modeling,
Practice, and Feedback. Preventing School Failure , 23-30.
Jones, B. A. (2007). Sharing alphabet books in early childhood classrooms. The Reading Teacher , 452-
463.
Klein, A. G. (2004). A Speech-Language Approach to Early Reading Success. Teaching Exceptional
Children , 8-14.
Manyak, P. C. (2008). Phonemes in Use: Multiple Activities for a Critical Process. The Reading Teacher ,
659-662.
Moats, L. C. (2005). Language Essentials for Teachers of Reading and Spelling Module 1 The Challenge of
Learning to Read. Longmont, CO: SOPRIS WEST EDUCATIONAL SERVICES.
PROFESSIONAL DEVELOPMENT ON PHONEMIC AWARENESS ACTIVITIES 22
Moats, L. H. (2010). LETRS for Early Childhood Educators. Longmont, CO.: Cambium LEARNING Sopris
West.
Padak, T. V. (2009). From Phonics to Fluency Effective Teaching of Decoding and Reading Fluency in the
Elementary School. Boston: Pearson.
Roush, B. E. (2005). Drama rhymes: An instructional strategy. The Reading Teacher , 584-587.
Ukrainetz, L. M. (2009). Using Scaffolding to Teach Phonemic Awareness in Preschool and Kindergarten.
The Reading Teacher , 599-603.
V.Dickson, D. J. (1999). Phonological Awareness: Instruction and Assessment Guidelines. ldonline .
Yopp, H. K. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher
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