PHONOLOGICAL AWARENESS - as of Jan 22

8/7/2019 PHONOLOGICAL AWARENESS - as of Jan 22

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Phonological Awareness is theability to detect and manipulate

the sound structure of wordsindependent of their meaning.

Ph illips, Clancy-Menc h etti & Lonigan, 2008


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Phonological Awareness refers toawareness of the three aspects

of spoken language: words,syllables, sounds.

Rub in & Opitz, 2007, p.163.


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PhonologicalAwareness refersto awareness ofthe three aspectsof spokenlanguage: words,syllables, sounds.

Phonemicawareness is theawareness thatwords are made upof individualsounds.

Both terms refer to spoken language.


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PhonologicalAwareness refersto awareness ofthe three aspectsof spokenlanguage: words,syllables, sounds

Phonemicawareness is theability to hear thesmallest units ofsound in spokenlanguage


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Sounds in spoken language Teaching approaches ; Letter andSounds

Phonemic Awarenessis a subset ofphonological

awareness that isimportant for usingphonics to read andlearn new words (Fox,2008).

Phonics is theunderstanding that thereare predictablerelationships between the

sounds of spoken languageand the letters thatrepresent them in writtenlanguagePertains to relationshipsbetween letters and

sounds and theapproaches for teachingthese relationships (Fox,2008)


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T he terms phonological awarenessand phonemic awareness have often

been used interchangeably.However, phonological awareness isthe larger category in whichphonemic awareness is onecomponent.(Goswami, 2000 in Caldwell & Leslie,2009, p. 46)


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WordAwareness

Recognizing thatwords represent

a sound unit

SyllableAwareness

Detecting thatwords are madeup of different

parts

RhymeAwareness

Recognizing thatsome wordssounds alike

PhonemicAwareness

Recognizing thatwords are made up

of individualsounds

Phonological Awareness


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WordAwareness

SyllableAwareness

Onset- RimeAwareness

PhonemeAwareness


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Liberman and colleagues (1974 inCaldwell and Leslie, 2009)concluded that syllable awarenessdevelops prior to phonemicawareness and that thedevelopment of phonemic awarenessis partially dependent on beingtaught to read.


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C aldwell & Leslie, 2009; Rasinki &Padak, 2008; Rubin & Opitz, 2007. Phillips, et. al, 2008

M ore caught thantaught; Orallanguage exposure

Oral interactionswith familiesReading rhymes orpoemsWord play booksSome songs

Explicit instructionDeliberate teachingPracticeopportunities


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Students who understandabstract language components

learn to read more quickly thanstudents who do not.

Caldwell & Leslie,2009,p.46


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Significant amounts of researchsupport the causal and predictive

relation between childrens p h onological awareness and theirease in learning to decode and

spell.Ph illips, Clancy-Menc h etti & Lonigan,2008


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A problem in performing andapplying phonological awareness

capabilities is at the heart ofmost childrens readingproblems.

Ph illips, Clancy-Menc h etti & Lonigan,2008


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Rhyme awareness, coupled withawareness of beginning sounds,

may make it possible forbeginning readers to learn shortwords.

Sta h l & Mu rray, 2006 in Fox, 2008


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Rhyme- Rime-Spelling patternConnection (Caldwell & Leslie, 2009)

If st u dents u nderstand t h at somewords so u nd t h e same at t h e end,

presu

mab

ly it willb

e easier to teach

t h em t h at words t h at so u nd t h esame at t h e end ( rimes) are o f tenspelled t h e same at t h e end as well.


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Phonemic awareness is a superbpredictor of early reading

acquisition, better thananything else that we know of,including IQ.

Stanovic h , 1994 in Rasinski & P adak,2008.


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Correlational studies have identifiedphonemic awareness and letterknowledge as the two best school-entry predictors of how wellchildren will learn to read duringtheir first two years in school.

E h ri, et al./ National Reading P anel, 2000


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Children with good phonemicawareness are better spellers

than children with poorawareness.

Caravolas, H u lme, and Snowling, 2001;Frost, 2001; Kroese, Hynd, Knig h t,Hiemenz, & Hall, 2000


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Students who lack phonemicawareness are most at risk to

experience difficulty in learningphonics and learning to read.

Bradley & Bryant, 1983; Bradley, Maclean& Bryant, 1987; Bradley, Maclean, Bryan& Crossland, 1990 in Caldwell & Leslie,2009


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essential to learning to read in analphabetic writing system, becauseletters represent sounds or phonemes.

Without phonemic awareness, phonicsmakes little sense.fundamental to mapping speech to print.

U niversity o f Oregon Center on Teac h ingand Learning

https://dibels.uoregon.edu/measures/isf.php .


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WordAwareness

SyllableAwareness

RhymeAwareness

PhonemicAwareness

Phonological Awareness


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SegmentationCounting words in sentences;

counting syllables in words.Ex. How many words are in I love yo u . ?;Lets count the syllables in paper.

BlendingBlending syllables to form words.Ex. What word do have if we put thesewords together? /black/ /board/


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1. Identifying rhyme saying which wordsrhyme and which do not

Ex. Does / man / rhyme with / can /?

Ex. Which one does not belong? /mad//dad/ / b oy/2. T hinking of rhyming words

Ex. Say a word that rhyme with /cat/ with/dog/, etc.

3. Separating words into beginning sounds andrhyming onsets and rimes

Ex. Say the first sound in /mop/. Now, saythe rhyming sound in /mop/ and /top/.


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1. Isolation recognizing individual soundsEx. Tell me the first sound in d og.

2. Identity recognizing the common sound

in different words.Ex. Tell me the sound that is the same inbike , boy and bell .

3. Categorization recognizing the word

with the odd sound in a sequence of threeor four words.Ex. Which word does not belong? bus,bun, rug (run) ?


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6. Manipulation change the sounds in oneword to pronounce a different word;adding, deleting or substituting a

phoneme.Ex. What is smile without the /s/? ( mile )

* Among the various phonemic awarenessskills, segmenting and blending are the mostvaluable in beginning reading(Bursuck &Padak, 2007).


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How many sounds are therein the word neig h ?

IsolationBlending

Categorization

Identity Segmenting

Manip u lation

Segmenting!


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Replace the first sound inpail with /s/. What is thenew word ? Isolation

BlendingCategorization

Identity Segmenting

Manip u lation

Manipulation!


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What is the sound is samein these words: cat, pot, sit ?

IsolationBlending

Categorization

Identity Segmenting

Manip u lation

Id entity!


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What word starts with adifferent sound: b ag, nine,b eac h , b ike ?Isolation

BlendingCategorization

Identity Segmenting

Manip u lation

C ategorization!


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Direct Instruction(Bursuck & Damer)Montessori Movable

Alphabet Box

LiP S ( Lindamood Ph onemicSeq u ence) Program


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My TurnT oday were going to playSay I t Fast . Im going to saya word slowly and then fast.My turn. /n/ / / /p/. T heword is nap .


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TogetherT ogether. ( extend f ingers )

/n/ / / /p/.What word? ( arc h palm ) nap.

Yes, nap.


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Your Turn Your turn. ( extend f ingers )

/n/ / / /p/.What word? ( arc h palm )

Yes, nap.


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Individual Turns Individual Turns. ( extend f ingers )

/r/ / / /n/.What word, Ev e? (arc h palm )Yes, r u n.


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http://www.flickr.com/photos/sassy_sara/2997369678/in/faves-38953335@N06/lightbox/


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Correct articulationUse mirrors to monitor

correct mouth formation.


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Opitzs Summer Success Rea d ing InformalAssessmentYopp-Singer T est of Phonemic Segmentation

Individual/ Teacher Administered; See hand-outsUniversity of Oregons DIBELS (DynamicIndicators of Basic Early Literacy Skills)I nitial Soun d s Fluency and PhonemicSegmentation Fluency

(Individual/Standardized/ TeacherAdministered)Torgesen & Bryants T est of Phonological

Awareness (Formal/Group)


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Assesses a child's ability to recognize andproduce the initial sound in an orallypresented word.

Kaminski & Good, 1996, 1998; Lamon, 1994 inDIBELS official website:https://dibels.uoregon.edu/measures/isf.php


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Assesses a student's ability to segmentthree- and four-phoneme words into theirindividual phonemes fluently.

Kaminski & Good, 1996 in DIBELS official website:https://dibels.uoregon.edu/measures/psf.php


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Teach awareness ofbeginning sounds,followed by awareness inending sounds, and then

awareness of middlesounds.Cassady & Smith, 2004


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Teach phonemicawareness, letter names

and letter-soundstogether.Christensen and Bowey,2005; Ehri & Nunes, 2002;National Reading Panel,2000.


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Teach one or two skills ata time, especially blendingand segmenting.

Ehri et al., 2001; NationalR

eadingP

anel, 2000.


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Teach phonemic awarenessearly. Instruction is most

effective with preschoolstudents and children atrisk.Ehri et al, 2001; NationalReading Panel, 2000.


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Pace instruction to theneeds of the child

Ehri, et al., 2001.


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Show children how to usephonemic awareness whenreading and writing newwords.

Ehri, et al., 2001.


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Phonemic awareness teachingsessions of about 30 minutes aremost effective.Computers are effective

teaching phonemic awareness.


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Teaching skills in phonemicawareness is not sufficientfor helping students who

are at risk to become

successful readers.


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Ph onological awareness is only one aspect o f t h e complex

process we call reading and w h ile it is an important

element, teac h ers m u st notmistake a part f or t h e

w h ole.


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Instr u ction and assessmentsh ou ld also f oc u s on t h e

ot h er components o f reading: p h onics, f lu ency,

word meaning and compre h ension.


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PHONOLOGICAL AWARENESS - as of Jan 22