Phonological Awareness guide - I See...

Texas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsCollege of Education, University of Texas at Austin •

Texas Education Agency • Region XIII Education Service Center

Phonological Awareness:Principles for Instructionand Progress Monitoring

ProfessionalDevelopment Guide

Professional Development GuideProfessional Development GuideProfessional Development GuideProfessional Development GuideProfessional Development Guide

Table of Contents:Table of Contents:Table of Contents:Table of Contents:Table of Contents:

1. IntroductionWhat is the Texas Center for Reading and Language Arts? ........................ 7Organization and Content of the Guide ....................................................... 8Center Staff and Other Contributors ............................................................ 9

2. Professional DevelopmentPreparing for the Workshop ....................................................................... 13Agenda........................................................................................................ 14Definition of Phonological Awareness ........................................................ 15Research..................................................................................................... 15Concepts ..................................................................................................... 16Phonological Awareness vs. Phonemic Awareness................................... 16Definition of a Phoneme ............................................................................. 17Implications for Teaching ............................................................................ 18The TEKS and Phonological Awareness ................................................... 18Monitoring Progress ................................................................................... 19

Blending .................................................................................................. 20Segmentation .......................................................................................... 20

Activities for Teaching ................................................................................. 21Conclusion: Summing Up .......................................................................... 23

3. OverheadsWorkshopTransparenciesTransparency Masters

4. HandoutsWorkshop Notes

5. AppendicesReferences ................................................................................................. R1Resources ................................................................................................... R3

Phonological Awareness: Principles forPhonological Awareness: Principles forPhonological Awareness: Principles forPhonological Awareness: Principles forPhonological Awareness: Principles forInstruction & Progress MonitoringInstruction & Progress MonitoringInstruction & Progress MonitoringInstruction & Progress MonitoringInstruction & Progress Monitoring

Paula Correa

Guide designer:

The Texas Center forReading and Language Arts,

College of Education,University of Texas at Austin

Guide prepared by:

1. . . . . IntroductionIntroductionIntroductionIntroductionIntroduction

Phonological Awareness: Principles for Instruction and Progress Monitoring 77777

What is the Texas Center forWhat is the Texas Center forWhat is the Texas Center forWhat is the Texas Center forWhat is the Texas Center forReading and Language Arts ?Reading and Language Arts ?Reading and Language Arts ?Reading and Language Arts ?Reading and Language Arts ?

The Texas Center for Reading and Language Arts assists K–12educators in enhancing the Reading and Language Arts knowl-edge and skills of Texas students, through implementation ofthe Texas Essential Knowledge and Skills (TEKS).

Goal 1: Goal 1: Goal 1: Goal 1: Goal 1: To provide a cadre of school-level specialistswith expertise in phonological awareness, wordanalysis, fluency strategies, and comprehensionstrategies who are able to use documentedapproaches to reading and language artsinstruction to address TEKS objectives withstudents in grades K–3.

Goal 2:Goal 2:Goal 2:Goal 2:Goal 2: To enhance the knowledge, skills, andpractices teachers use to implement the TEKSreading and language arts objectives with secondlanguage learners.

Goal 3:Goal 3:Goal 3:Goal 3:Goal 3: To enhance the knowledge, skills, andpractices teachers use to implement the TEKSreading and language arts objectives withstudents in grades K–5 who are experiencingdifficulty in reading and language arts.

Goal 4:Goal 4:Goal 4:Goal 4:Goal 4: To enhance the knowledge, skills, andpractices teachers use to implement the TEKSreading and language arts objectives withstudents in grades 6–8, focusing on content areareading instruction.

Goal 5: Goal 5: Goal 5: Goal 5: Goal 5: To disseminate information generated by theTexas Center for Reading and Language Artsusing current technology and media.

Goal 6:Goal 6:Goal 6:Goal 6:Goal 6: To communicate the goals, activities, andaccomplishments of the Center to professionalsand other community members.

Texas CenterTexas CenterTexas CenterTexas CenterTexas Centerfor Readingfor Readingfor Readingfor Readingfor Readingand Language Artsand Language Artsand Language Artsand Language Artsand Language Arts

Literacy LabsLiteracy LabsLiteracy LabsLiteracy LabsLiteracy LabsBoth school-based and university-based labs served as models foruniversities and school districts.

Professional DevelopmentProfessional DevelopmentProfessional DevelopmentProfessional DevelopmentProfessional DevelopmentGuides and VideosGuides and VideosGuides and VideosGuides and VideosGuides and Videos

These guides are designed toprovide educators across the

state with materials and plans forprofessional development in

reading and language arts, and tointroduce the TEKS.

Reading LiaisonsReading LiaisonsReading LiaisonsReading LiaisonsReading LiaisonsEducation Service Center ReadingLiaisons work collaboratively with

Center personnel to engage in andprovide professional development

on the TEKS.

School PartnershipsSchool PartnershipsSchool PartnershipsSchool PartnershipsSchool PartnershipsCollaborative relationships with

schools that assist in thedevelopment of materials,

curriculum guides, andproduct development.

How are the Center’s ActivitiesHow are the Center’s ActivitiesHow are the Center’s ActivitiesHow are the Center’s ActivitiesHow are the Center’s ActivitiesAccomplished?Accomplished?Accomplished?Accomplished?Accomplished?

88888 Phonological Awareness: Principles for Instruction and Progress Monitoring

Organization & Content of the GuideOrganization & Content of the GuideOrganization & Content of the GuideOrganization & Content of the GuideOrganization & Content of the Guide

The guide contains four sections of materials and a video forpresenters to teach the Phonological Awareness. Section 2(Professional Development), includes speaker’s notes andsuggestions on how to guide participants through the workshop.Section 3 (Overheads), contains transparencies containing keypoints and activities to accompany your speaker’s notes; Section4 (Handouts) includes “Workshop Notes” for participants to takenotes from the presentation, and “Activity Handouts” for groupactivities; Section 5 (Appendices) provides a list of referencesand further readings on Phonological Awareness and, lastly, thevideo “Phonological Awareness: Principles for Instruction andProgress Monitoring” to provide an understanding ofphonological awareness research.


Felipe AlanisDeputy Commissioner

Progams and Instruction

Ann SmiskoAssociate Commissioner,Curriculum, Assessment

and Technology

Robin GilchristAssistant Commissioner for

Statewide Reading Initiatives

Reading Liaisons and AdvisorsReading Liaisons and AdvisorsReading Liaisons and AdvisorsReading Liaisons and AdvisorsReading Liaisons and AdvisorsEducation Service CentersEducation Service CentersEducation Service CentersEducation Service CentersEducation Service Centers

Region I, Edinburg • Angie LehmannRegion II, Corpus Christi • Mary Kureska

Region III, Victoria • Lynne MummeRegion IV, Houston • Kathy HelmRegion V, Beaumont • Vicky GoreRegion VI, Huntsville • Gene JollyRegion VII, Kilgore • Alice Reader

Region VIII, Mt. Pleasant • Gwen SmithRegion IX, Wichita Falls • Kris Reid

Region X, Richardson • Nancy SlaughterRegion XI, Ft. Worth • Bettye Kuehler

Region XII, Waco • Joan BerryRegion XIII, Austin • Mari Lester

Region XIV, Abilene • Susan AndersonRegion XV, San Angelo • Susan KerbowRegion XV, San Angelo • Jody JohnsonRegion XV, San Angelo • Elaine HowardRegion XVI, Amarillo • Wanda DoughtenRegion XVII, Lubbock • Maria Gamble

Region XVIII, Midland • Carolyn JohnsonRegion XVIII, Midland • Perrie WhalenRegion XIX, El Paso • Michele Dawson

Region XX, San Antonio • Candace Anderson

Texas Center for ReadingTexas Center for ReadingTexas Center for ReadingTexas Center for ReadingTexas Center for Reading& Language Arts& Language Arts& Language Arts& Language Arts& Language Arts

Susan BarnesGeorge BlancoKatrina Blodgett

Diane BryantDavid Chard

Maggie ColemanPaula CorreaCathy Davis

Bonnie M. ElliottRobin GilchristPhilip B. Gough

Michael GuerreroAllison HamffDianne Hess

Peggy Hickman-DavisMarty Hougen

June JaapSharon Jackson

Cami JonesMarilyn KameenMarcel LeJeuneChris Lemons

Shari LevyRobert Linne

Sharon O’NealLorie Ochoa

Alba OrtizJean OsbornPaul Resta

Rita RicardoBobby Rigg

Phyllis RobertsonTerry Ross

Maria SeidnerKris Sloan

Martha SmithKathy Stewart

Sylvia Linnan-ThompsonBrenda Tyler

Sharon VaughnNicole Ugel

Cheryl WilkinsonJo Worthy

Terry Zimmerman

Texas Education AgencyTexas Education AgencyTexas Education AgencyTexas Education AgencyTexas Education Agency

David D. AndersonCoordinator, Curriculum andProfessional Development

Sharon O’NealDirector of English Language

Arts and Reading

Catherine DavisAssistant Director of Reading

Mike MosesCommissioner of Education


2. . . . . ProfessionalProfessionalProfessionalProfessionalProfessionalDevelopmentDevelopmentDevelopmentDevelopmentDevelopment


MaterialsMaterialsMaterialsMaterialsMaterials• Handouts (Section 4)• Pictures of words for Activity 3• Pencils/overhead marker

EquipmentEquipmentEquipmentEquipmentEquipment• Overhead projector• VCR and monitor

Room ArrangementRoom ArrangementRoom ArrangementRoom ArrangementRoom Arrangement• This workshop is presented in lecture form. Activities

will be held in large groups. All participants will needto see the screen for overhead projection.

Preparing for the WorkshopPreparing for the WorkshopPreparing for the WorkshopPreparing for the WorkshopPreparing for the Workshop

The purpose of this workshop is to provide an understanding ofphonological awareness research, methods for teaching, andprogress monitoring that is aligned with the Texas EssentialKnowledge and Skills (TEKS).


Overhead #1Overhead #1Overhead #1Overhead #1Overhead #1

• As participants arrive, useOverhead #1 to communi-cate the topic of your pre-sentation.

IntroductionIntroductionIntroductionIntroductionIntroduction


• Use Overhead #2 toprovide an organizedglance of the Phono-logical Awarenessworkshop and the top-ics to be covered.

AgendaAgendaAgendaAgendaAgenda

Texas Centerfor Readingand Language Arts

Phonological

Phonological

Awareness: Awareness:

Principles for Instruction

Principles for Instruction

and Progress Monitoring

and Progress Monitoring

Texas Center for Reading and Language Arts, College of Education at the University of Texas at Austin

Texas Education Agency • Region XIII Education Service Center 1

Phonological Phonological AwarenessAwareness

➯➯WHAT is it and WHAT is it and

WHY is it WHY is it

important?important?

➯➯ HOW do you HOW do you

evaluate it?evaluate it?

➯➯ HOW do you HOW do you

teach it?teach it?


2


Overhead #3Overhead #3Overhead #3Overhead #3Overhead #3 Definition ofDefinition ofDefinition ofDefinition ofDefinition ofPhonological AwarenessPhonological AwarenessPhonological AwarenessPhonological AwarenessPhonological Awareness

• Use Overhead #3 to de-fine Phonological Aware-ness.

• Explain that it is comprisedof several concepts de-tailed in this workshop,and that it does not involveprint.


• Using Overhead #4, reviewthe current research (Ball &Blachman, 1991; Byrne,Fielding-Barnsley, 1993;Liberman & Shankweiler,1985; NRC, 1998).

• Although exposure to litera-ture and level of intelligenceare important for overalldevelopment, they are lesspredictive of reading suc-cess than phonologicalawareness.

• Emphasize that phonologi-cal awareness is a betterpredictor of reading suc-cess than what childrenknow about letters, or howoften they were read to, orSES status.

What the ResearchWhat the ResearchWhat the ResearchWhat the ResearchWhat the ResearchTells UsTells UsTells UsTells UsTells Us


Involves understanding the different ways in which spoken language can be broken down

and manipulated.


WHAT is it?WHAT is it?

3

• Teaching these skills will improve reading and spelling abilities.


WHY is it Important?WHY is it Important?


• Acquisition of phonological awareness is an important factor in learning to read and spell.

• This collection of skills can be taught prior to and during reading instruction.

• Phonological awareness will facilitate children’s learning of the alphabetic principle by drawing their attention to the sounds that are related to individual letters.

ResearchResearch

4


• Use Overhead #6 to ex-plain the importance ofphonemic awareness toteach phonologicalawareness.

• Remind participants thatdoing phonological tasks(e.g., blending, segment-ing, rhyming) helps teachchildren to hear the small-est unit in a word (pho-neme).



• Use Overhead #5 to illus-trate the levels of difficultyof phonological aware-ness.

• Tell participants that whenchildren are having diffi-culty with a task, theyshould take instructionback to a less complexactivity.

PhonologicalPhonologicalPhonologicalPhonologicalPhonologicalAwareness ConceptsAwareness ConceptsAwareness ConceptsAwareness ConceptsAwareness Concepts

PhonologicalPhonologicalPhonologicalPhonologicalPhonologicalAwareness vs.Awareness vs.Awareness vs.Awareness vs.Awareness vs.Phonemic AwarenessPhonemic AwarenessPhonemic AwarenessPhonemic AwarenessPhonemic Awareness

Is Phonological Is Phonological Awareness...Awareness...


...the same as Phonemic Awareness?...the same as Phonemic Awareness?

NO !!!NO !!!Phonemic Awareness is just

one type of phonological awareness, defined as the

ability to notice, think about, or manipulate the individual sounds in words (phonemes)

6

Texas Centerfor Readingand Language Arts Phonological Awareness Phonological Awareness

Concepts ContinuumConcepts Continuum

Less Less Complex Complex ActivitiesActivities

More More Complex Complex

ActivitiesActivities

rhyming songs

sentence segmentation

syllable segmentation& blending

onset-rime, blending, &

segmentation

blending &segmenting individual phonemes

1

5



What is a Phoneme?What is a Phoneme?What is a Phoneme?What is a Phoneme?What is a Phoneme?

• Use Overhead #8 to de-fine a phoneme.

• Explain the levels of com-plexity in teaching a task.

• Remind participants that ifthis task is too difficult forchildren, try: m--an.


Importance ofImportance ofImportance ofImportance ofImportance ofPhonemic AwarenessPhonemic AwarenessPhonemic AwarenessPhonemic AwarenessPhonemic Awareness

• Use Overhead #7 to showhow phonemic awarenessis the most important skillof phonological aware-ness.

• Explain how for some chil-dren it precedes initialreading, where for othersphonemic awareness andinitial reading supporteach other; as one growsstronger, the other oneimproves (Erhi & Wilce,1980, 1986; Perfetti et al.,1987).

What is a Phoneme?What is a Phoneme?

The smallest unit of sound in a word that makes a difference in its meaning.

“man“

1st phoneme 2nd phoneme 3rd phoneme


nam

8


Less Less Complex Complex ActivitiesActivities

More More Complex Complex

ActivitiesActivities

rhyming songs

sentence segmentation

syllable segmentation& blending

onset-rime, blending, &

segmentation

blending &segmenting individual phonemes

Phonemic AwarenessPhonemic Awareness

Phonological Awareness Phonological Awareness Concepts ContinuumConcepts Continuum

7


How Does PhonologicalHow Does PhonologicalHow Does PhonologicalHow Does PhonologicalHow Does PhonologicalAwareness Tie in withAwareness Tie in withAwareness Tie in withAwareness Tie in withAwareness Tie in withthe TEKS?the TEKS?the TEKS?the TEKS?the TEKS?


What Does this MeanWhat Does this MeanWhat Does this MeanWhat Does this MeanWhat Does this Meanfor the Teacher?for the Teacher?for the Teacher?for the Teacher?for the Teacher?

• Use Overhead #9 to ex-plain that children shouldreceive explicit instructionin phonological aware-ness skills.


• Use Overhead #10 to re-mind participants of theTEKS for grades K–1.

• Note that phonologicalawareness is a skill iden-tified in Kindergarten.

Texas Essential Texas Essential Knowledge & Skills, K–1Knowledge & Skills, K–1

(a) demonstrate the concept of word by dividing spoken sentences into individual words;

(b) identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words;

(c) produce rhyming words and distinguish rhyming words from non-rhyming words;

(d) identify and isolate the initial and final sound of a spoken word;

(e) blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word; and

(g) segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, and final sounds.

The student. is expected to:The student. is expected to:


10

The student orally demonstrates phonological awareness (an understanding

that spoken language is composed of sequences of sounds).

Implications for...Implications for...

• Those who progress slowly in phonological awareness activities should receive special attention.


• Many children benefit from explicit instruction in phonological awareness beginning in kindergarten.

...Phonological Awareness...Phonological Awareness Instruction Instruction

9


Monitoring Progress ofMonitoring Progress ofMonitoring Progress ofMonitoring Progress ofMonitoring Progress ofPhonological AwarenessPhonological AwarenessPhonological AwarenessPhonological AwarenessPhonological Awareness

Overhead #11 Overhead #11 Overhead #11 Overhead #11 Overhead #11

Overhead #12Overhead #12Overhead #12Overhead #12Overhead #12 Keeping Track ofKeeping Track ofKeeping Track ofKeeping Track ofKeeping Track ofProgressProgressProgressProgressProgress

• Use Overhead #12 to pro-vide an example of a chartused for monitoringprogress.

• Emphasize that teacherscan assess progress on afrequent basis using asuccess indicator.

Note: Monitoring progresswill help to modify curricu-lum and instruction, andidentify concepts withwhich a student may behaving difficulty.

• Use Overhead #11 to re-mind participants that byJanuary, about one third ofchildren in Kindergartenhave acquired at leastsome of this skill in pho-nological awareness (thisinformation is necessaryfor planning instruction).

• Remind participants thatmonitoring progress is acontinual activity.


• Some children will have

acquired phonological

awareness by mid-

kindergarten, but many won’t.

• For instructional planning, it’s

important to determine what

children know and to monitor

what they learn.

• Informal instruction and

assessment should be ongoing.

Monitoring Progress of Monitoring Progress of Phonological AwarenessPhonological Awareness

Remember !Remember !

11

Instructional DipsticksInstructional Dipsticks

Student Rhyming Blending Segmenting

Matt

Ashley

Brooke


Success IndicatorSuccess Indicator

2: 2: The child consistently blends words correctly and pronounces them without distortion.

1: 1: The child blends a few words correctly.0: 0: No evidence the child can perform the task;

child repeats the segmented words without pronouncing them normally.

Example of a Example of a Monitoring ToolMonitoring Tool

12


• Guide participants in Group Activity 2.


Group Activity 1Group Activity 1Group Activity 1Group Activity 1Group Activity 1 Overhead #13Overhead #13Overhead #13Overhead #13Overhead #13

Group Activity 2Group Activity 2Group Activity 2Group Activity 2Group Activity 2


Child blends three or four phonemes into words (e.g., s-a-t; m-a-n; p-l-a-n; c-a-m-p).

Activity 1Activity 1

1. During informal activities (e.g. pretend play, drawing, looking at books) ask the child, “Guess this word.”

Example:Example:

3. Have the child pronounce the word normally [“Sat”].

ScoringScoring


1: 1: The child blends a few words correctly.

0: 0: No evidence the child can perform the task; child repeats the segmented words without pronouncing them normally.

BlendingBlending

Task Definition:Task Definition:

2. Say the word in isolated phonemes [“S-a-t;” “m-a-n,” “p-l-a-n,” “c-a-m-p”].

13

Child separates words into onset-rime. Onset and rime (e.g., b-at) is an “instructional compromise” between the whole word and the phoneme.


Task Definition:Task Definition:

1. During informal activities (e.g. pretend play, drawing, looking at books) ask the child to play a word game.

3. Ask the child to segment the word into onset and rime (e.g., B-ob; c-at).

SegmentationSegmentation

Example:Example:

2. Give the child a word (e.g., Bob).

14

ScoringScoring


1: 1: The child blends a few words correctly.

0: 0: No evidence the child can perform the task; child repeats the segmented words without pronouncing them normally.


Teaching Teaching Teaching Teaching Teaching PhonologicalPhonologicalPhonologicalPhonologicalPhonologicalAwarenessAwarenessAwarenessAwarenessAwareness


Overhead #16Overhead #16Overhead #16Overhead #16Overhead #16 The RelationshipThe RelationshipThe RelationshipThe RelationshipThe RelationshipBetween Teaching &Between Teaching &Between Teaching &Between Teaching &Between Teaching &Progress MonitoringProgress MonitoringProgress MonitoringProgress MonitoringProgress Monitoring

• Use Overhead #15 toidentify activities that canbe used to teach phono-logical awareness.

• Remind participants thatthere is a strong correla-tion between blending andsegmenting.

Note: Research has shownthat it is faster to teachblending and segmentingsimultaneously than toseparate them.

• Use Overhead #16, to re-mind participants thatmonitoring progress is on-going and is not separatefrom teaching.

Remember !Remember !


Effective teaching

does not separate

teaching from

assessment.

16

TeachingTeachingPhonological AwarenessPhonological Awareness

Phoneme DeletionPhoneme DeletionWhat is left if the

/t/ sound were taken from cart?


RhymingRhyming What rhymes with cat?

What word is this.../sh/ /oe/?

How many sounds are in the word box?

What sounds do you hear in bus?

BlendingBlending

Phoneme CountingPhoneme Counting

Phoneme SegmentationPhoneme Segmentation

15


Overhead #18Overhead #18Overhead #18Overhead #18Overhead #18Group Activity 4Group Activity 4Group Activity 4Group Activity 4Group Activity 4

Overhead #17Overhead #17Overhead #17Overhead #17Overhead #17Group Activity 3Group Activity 3Group Activity 3Group Activity 3Group Activity 3



2. First tell the students: “Guess the word I’m saying. It’s one of these pictures.” (Begin with words that start with stretched sound, e.g., sssnnnaaake and work up to individual phonemes, e.g. b-a-t).

Activity 3Activity 3 Guess the WordGuess the Word

3. When the children guess “snake,” call on a child to show the picture with the word printed at the bottom. Repeat the game with other sets of pictures.

17

Purpose:Purpose: To demonstrate how sounds can be blended into spoken words.

Materials:Materials: Pictures of words.

Description:Description:1. Hang pictures on board.


Example: Example:

turtur tle tle

SegmentationSegmentation

18

Purpose:Purpose: To understand that words can be conceptualized as a collection of parts.

Description:Description: 1. Begin by saying each child’s name. Then say the name in syllables, clapping for each beat.

2. Have children clap the syllables in the names of objects around the room.

3. Similar segmentation activities could be done with sentences into words, e.g. Bill-ran-across-the-street-to-get-the-ball, and words with phonemes, e.g. s-t-o-p.




Summing UpSumming UpSumming UpSumming UpSumming Up

• Use Overhead #20 to con-clude the workshop.

• Summarize the main pointsand note the importanceof having phonologicalawareness in every stu-dent’s repertoire.


Group Activity 5Group Activity 5Group Activity 5Group Activity 5Group Activity 5

Purpose:Purpose:

First Sound SongFirst Sound Song

To remember words, phrases, and sounds, and to identify the first sound in words.

Description:Description:

1. Sing the “First Sound Song” to the tune of “Old MacDonald Had a Farm.”

2. Have the children learn the verses.3. Then, encourage them to change

and propose new words.4. At the end of a verse, repeat the words

and ask children to identify the first sound.


19

Lyrics: Lyrics: What’s the sound that starts these words: turtle, time and tree? /T/ is the sound that starts these words turtle time and tree. With a /t/ /t/ here and a /t/ /t/ there, here a /t/, there a /t/, everywhere a /t/ /t/. /T/ is the sound that starts these words: turtle, time and tree.

Summing UpSumming Up


Phonological Phonological Awareness is Awareness is

important important because:because:

Teachers Teachers evaluate evaluate student student

progress:progress:

Phonological Phonological Awareness can Awareness can

be taught:be taught:

• It is predictive of reading success.

• On a continual basis.

• In order to make curriculum and instructional modification.

• With activities such as blending, segmenting and rhyming.

• At various times during the day, both formally and informally.

20


3. . . . . OverheadsOverheadsOverheadsOverheadsOverheads


4. . . . . HandoutsHandoutsHandoutsHandoutsHandouts


5. . . . . AppendicesAppendicesAppendicesAppendicesAppendices


ReferencesReferencesReferencesReferencesReferences

Adams, M. (1990). Beginning to read: Thinking and learning about print.Cambridge, MA: MIT Press.

Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phone-mic awareness in young children: A classroom curriculum. Baltimore,MD: Paul H. Brookes Publishing Company.

Ball, E., & Blachman, B. (1991). Does phoneme awareness training inkindergarten make a difference in early word recognition and devel-opmental spelling? Reading Research Quarterly, 23, 49-66.

Blachman, B. (1994). What we have learned from longitudinal studies ofphonological processing and reading, and some unanswered ques-tions: A response to Torgesen, Wagner, and Rashotte. Journal ofLearning Disabilities, 27, 287-291.

Byrne, B., & Fielding-Barnsley, R. (1993). Evaluation of a program toteach phonemic awareness to young children: A 1-year follow-up.Journal of Educational Psychology, 85, 104-111.

Ehri, L. C. (1989). The development of spelling knowledge and its role inreading acquisition and reading disability. Journal of Learning Dis-abilities, 22, 356-365.

Ehri, L. C., & Wilce, L. S. (1980). The influence of orthography on readers’conceptualization of the phonemic structure of words. AppliedPsycholinguistics, 1, 371-385.

Ehri, L. C., & Wilce, L. S. (1986). The influence of spellings on speech:Are alveolar flaps /d/ or /t/? In D. Yaden & S. Templeton (Eds.),Metalinguistic awareness and beginning literacy, Exeter, NH:Heineman.

Ericson, L. & Juliebo, M. F. (1998). The phonological awareness hand-book for kindergarten and primary teachers. Newark, DE: Interna-tional Reading Association.

Gough, P. (1996). How children learn to read and why they fail. Annals ofDyslexia, 46, 3-20.

Gough, P., Juel, C., & Griffeth, P. (1992). Reading, spelling, and the or-thographic cipher. In. P. Gough, L. Ehri, & R. Treiman, (Eds.), Read-ing acquisition (pp. 35-48). Hillsdale, NJ: Erlbaum.

Hatcher, P., Hulme, C., & Ellis, A. (1994). Ameliorating early reading fail-ure by integrating the teaching of reading and phonological skills: thephonological linkage hypothesis. Child Development, 65, 41-57.

Lencher, O., Gerber, M.M., & Routh, D.K. (1990). Phonological aware-ness tasks as predictors of decoding ability: Beyond segmentation.Journal of Learning Disabilities, 23(4), 240-247.

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Liberman, I.Y., & Shankweiler, D. (1985). Phonology and the problems oflearning to read and write. Remedial and Special Education, 6(6), 8-17.

Lundberg, I., Frost, J., & Peterson, O. (1988). Effects of an extensive pro-gram for stimulating phonological awareness in preschool children.Reading Research Quarterly, 23, 263-284.

Morrow, L. M., Strickland, D. S., and Woo, D. G. (1998). Literacy instructionin half-and whole-day kindergarten: Research and practice. Newark,DE: International Reading Association and Chicago, IL: National Read-ing Conference.

National Research Council. (1998). Preventing reading difficulties in youngchildren. Washington, D.C: National Academy Press.

Notari-Syverson, A., O’Connor, R. E., & Vadasy, P. F. (1998). Ladders toliteracy: A kindergarten activity book. Baltimore, MD: Paul H. BrookesPublishing Company.

O’Connor, R., Jenkins, J., & Slocum, T. (1995). Transfer among phonologi-cal tasks in kindergarten: Essential instructional content. Journal ofEducational Psychology, 2, 202-217.

O’Connor, R., Jenkins, J., Slocum, T., & Leicester, N. (1993). Teaching pho-nemic manipulation skills to children with learning handicaps: Rhyming,blending and segmenting. Exceptional Children, 59, 532-546.

O’Connor, R., Notari-Syverson, A., & Vadasy, P. (1996). Ladders to literacy:The effects of teacher-led phonological activities for kindergarten chil-dren with and without disablitiies. Exceptional Children, 63(1), 117-130.

Perfetti, C., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledgeand learning to read are reciprocal: A longitudinal study of first gradechildren. Merrill-Palmer Quarterly, 33, 283-319.

Spector, J. (1995). Phonemic awareness training: Application of principlesof direct instruction. Reading & Writing Quarterly, 11, 37-51.

Strickland, D. S. (1998). Teaching phonics today: A primer for educators.Newark, DE: International Reading Association.

Vellutino, F., & Scanlon, D. (1987). Phonological coding, phonological aware-ness and reading ability: Evidence from a longitudinal and experimentalstudy. Merrill-Palmer Quarterly, 33, 321-363.

Wagner, R.K., Torgesen, J.K., Laughon, P., Simmons, K., & Rachotte, C.A.(1993). Development of young readers’ phonological processing abili-ties. Journal of Educational Psychology, 85, 83-103.

Yopp, H. (1992). Developing phonemic awareness in young children. TheReading Teacher, 45, 696-703.

References (con’t.)References (con’t.)References (con’t.)References (con’t.)References (con’t.)

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Ladders to LiteracyGrade: KindergartenThis activity book is designed to work on preacademic skills, earlyliteracy development as children learn to recognize letters, matchsounds to letters and develop phonological awareness skills.Publishers: Paul H. Brooks Publishing Co.Phone: (800) 638-3755

Launch into Reading Success through Phonological AwarenessTraining

Grade: KindergartenThe program was designed to provide support in the development ofphonological awareness in Kindergarten children who are at risk forreading failure. The program contains 66 activity lessons, most ofwhich are designed for small group instruction.Authors: Bennet, L. & Ottley, P.Publisher: Creative Curriculum Inc.Phone: (604) 876-6682

Phonemic Awareness and the Teaching of ReadingThis brochure contains a position statement from the InternationalReading Association and presents several key questions along withresearch-based answers. Request a free copy of publication #1025-448 by sending a self-addressed stamped envelope to the followingaddress: International Reading Association 800 Barksdale Rd. P. O. Box 8139 Newark, DE 19714-8139

Phonemic Awareness in Young Children: A Classroom CurriculumGrades: K-1This program consists of 51 different activities with sequencingguidelines. The activities include listening games, rhyming activities,syllabification and phoneme-letter activities.Author: Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T.Publisher: Brooks Publishing Co.Phone: (800) 638-3755

The Phonological Awareness KitGrades: K-3This program was developed to improve word attack and earlyspelling skills through a two-part approach that combines phoneti-cally-controlled reading and spelling activities with phonologicalawareness tasks. It introduces rhyming, segmenting syllables andsounds, sound placement and blending, and repeating multisyllablewords, and is designed as a supplement to a reading program.

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Author: Roberson, C., & Salter, W.Publisher: LinguiSystems, Inc.Phone: (800) 776-4332

Sound Start Teaching Phonological Awareness in the ClassroomGrades: Pre-K to 1Designed to help classroom teachers build phonological awarenessskills, this program contains activities for teaching rhyming, syllabifi-cation and phoneme awareness.Author: Lenchner, O., & Podhajski, B.Publisher: Stern Center for LanguagePhone: (800) 541-9588

Sounds Abound: Listening, Rhyming, & ReadingGrades: PreK-3This program targets listening, rhyming skills, speech sound aware-ness, and blending and segmenting sounds, as students practiceputting sounds together with letters. Reproducible activities for classand homework, lists of other resources, and pre- and post-tests areincluded.Authors: Catts, H., & Vartiatinen, T.Publishers: LinguiSystems, Inc.Phone: (800) 776-4332

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