Phonological Phonological Awareness, Awareness, Phonemic Phonemic AwarenessAwareness

and Phonicsand Phonics

TEDU 566TEDU 566

Our Goals for TodayOur Goals for Today To understand the differences between To understand the differences between

phonological awareness, phonemic phonological awareness, phonemic awareness and phonicsawareness and phonics

To learn what research states about the To learn what research states about the dimensions of phonemic awarenessdimensions of phonemic awareness

To learn best practices in the area of To learn best practices in the area of phonemic awareness instructionphonemic awareness instruction

Studies show that a reader’s ability to Studies show that a reader’s ability to remember, imitate, recall, manipulate, remember, imitate, recall, manipulate, and articulate sounds is essential to and articulate sounds is essential to early reading.early reading.

(NICHD,2002)(NICHD,2002)

Phonological AwarenessPhonological Awareness

The ability to attend to the sound structure of languageThe ability to attend to the sound structure of language

Levels of phonological awarenessLevels of phonological awareness

• Word awarenessWord awareness• Syllable awarenessSyllable awareness• Sound awarenessSound awareness

Phonemic AwarenessPhonemic Awareness

The awareness that spoken words or syllables The awareness that spoken words or syllables can be thought of as a sequence of can be thought of as a sequence of

phonemesphonemes

/c-a-t/ /t-a-c//c-a-t/ /t-a-c/

PhonicsPhonics

Associating speech sounds with the Associating speech sounds with the letters that represent themletters that represent them

Focus on letter-sound correspondenceFocus on letter-sound correspondence

Phonological Awareness SkillsPhonological Awareness Skills

IdentityIdentityRecognizing the same sounds in different wordsRecognizing the same sounds in different words

CategorizationCategorization Recognizing the word that has the “odd” soundRecognizing the word that has the “odd” sound

BlendingBlending Combining separately spoken phonemes into a wordCombining separately spoken phonemes into a word

SegmentingSegmenting Breaking a word into its separate soundsBreaking a word into its separate sounds

Hears separate words in

sentences

Hearssyllables in

words

Hearsonsets inwords

Hearsrimes in words

Hears individualphonemes in

words Dr. Tisha Hayes (2004)

Instructional Sequence for Instructional Sequence for Phonological AwarenessPhonological Awareness ListeningListening RhymingRhyming Words and SentencesWords and Sentences Awareness of SyllablesAwareness of Syllables Initial and Final SoundsInitial and Final Sounds PhonemesPhonemes

When do children develop When do children develop phonological awareness?phonological awareness?

PreschoolPreschoolNursery rhymesNursery rhymesAlliterationAlliteration

KindergartenKindergartenGenerate rhymesGenerate rhymesIdentify syllablesIdentify syllablesSegment words into syllablesSegment words into syllablesDelete initial syllables of multisyllabic Delete initial syllables of multisyllabic

words (even onset-rime)words (even onset-rime)

RHYME AND RHYME AND ALLITERATIONALLITERATION

Can you find rhyme and alliteration in this Can you find rhyme and alliteration in this example?example?

Teddy Bear, Teddy Bear turn aroundTeddy Bear, Teddy Bear turn aroundTeddy Bear, Teddy Bear touch the groundTeddy Bear, Teddy Bear touch the ground

RHYME AND RHYME AND ALLITERATIONALLITERATION

Can you find rhyme and alliteration in this Can you find rhyme and alliteration in this example?example?

Teddy Bear, Teddy Bear turn Teddy Bear, Teddy Bear turn aroundaroundTeddy Bear, Teddy Bear touch the Teddy Bear, Teddy Bear touch the groundground

RHYME AND RHYME AND ALLITERATIONALLITERATION

Can you find rhyme and alliteration in this Can you find rhyme and alliteration in this example?example?

TeddyTeddy Bear, Bear, TeddyTeddy Bear Bear turnturn around aroundTeddyTeddy Bear, Bear, TeddyTeddy Bear Bear touchtouch the ground the ground

Rhyming ActivitiesRhyming Activities

Generate rhyming wordsGenerate rhyming words Identify rhymesIdentify rhymes Sort objects and picturesSort objects and pictures Create rhyming coupletsCreate rhyming couplets Write rhyming booksWrite rhyming books Draw rhyming picturesDraw rhyming pictures

Working with Words Working with Words

Sentences are made up of meaningful Sentences are made up of meaningful wordswords

The words we pick and their order The words we pick and their order determine the meaning of a sentence.determine the meaning of a sentence.

Ex. He is very neat.Ex. He is very neat. That is a neat headband.That is a neat headband.

Working with SyllablesWorking with Syllables

Use known wordsUse known words Say each syllable clearly and distinctlySay each syllable clearly and distinctly Help students develop the ability to blend Help students develop the ability to blend

and segment syllablesand segment syllables

(Adams, Foorman, Lundberg, & Beeler, 1998)(Adams, Foorman, Lundberg, & Beeler, 1998)

Hearing Syllables and SoundsHearing Syllables and Sounds

Use your chips to practice hearing syllables Use your chips to practice hearing syllables in these words.in these words.

littlelittle hippopotamushippopotamusdinosaurdinosaur fireplacefireplacefriendfriend monkeymonkey

Hearing Syllables and SoundsHearing Syllables and Sounds

Use your chips to practice hearing syllables Use your chips to practice hearing syllables in these words.in these words.

lit-tlelit-tle hip-po-pot-a-muship-po-pot-a-musdi-no-saurdi-no-saur fire-placefire-placefriendfriend mon-keymon-key

Hearing Onset and RimeHearing Onset and Rime

DogDog CatCat

ShopShop ThinkThink

Hearing Onset and RimeHearing Onset and Rime

D-ogD-og C-atC-at

Sh-opSh-op Th-inkTh-ink

Working with individual Working with individual sounds in words, called sounds in words, called phonemes phonemes

Understanding sounds Understanding sounds work together to form work together to form wordswords

Phonemic awareness Phonemic awareness is…is…

Phonemic awareness: Phonemic awareness:

can be taught and learnedcan be taught and learned

helps children learn to read and to spellhelps children learn to read and to spell

is most effective when children are is most effective when children are taught to manipulate phonemes by taught to manipulate phonemes by using letters of the alphabetusing letters of the alphabet

Hearing Individual SoundsHearing Individual Sounds

Use your chips to count individual Use your chips to count individual sounds in each word. Share your sounds in each word. Share your answer with a partner.answer with a partner.

MomMomDaddyDaddy

SeeSeeFrogFrog

Hearing Individual SoundsHearing Individual Sounds

Use your chips to count individual Use your chips to count individual sounds in each word. Share your sounds in each word. Share your answer with a partner.answer with a partner.

Mom Mom 33DaddyDaddy 44SeeSee 22FrogFrog 44

Dimensions of Phonemic Dimensions of Phonemic AwarenessAwareness

RhymingRhyming Phoneme identityPhoneme identity

Phoneme Phoneme isolation isolation

Phoneme Phoneme addition/deletionaddition/deletion

Phoneme Phoneme blending blending

Phoneme Phoneme segmentationsegmentation

(Griffith & Olson, 1992)(Griffith & Olson, 1992)

ActivitiesActivities SongsSongs LiteratureLiterature Pick-a-PicturePick-a-Picture Classifying ObjectsClassifying Objects Elkonin BoxesElkonin Boxes Bean Bag Toss Bean Bag Toss Finish-a-WordFinish-a-Word

Without direct instructional support, Without direct instructional support, phonemic awareness eludes phonemic awareness eludes roughly 25% of middle-class first roughly 25% of middle-class first grade students and substantially grade students and substantially more of those who come from less more of those who come from less literacy-rich backgrounds.literacy-rich backgrounds.

(Adams, Foorman, Lundberg, & (Adams, Foorman, Lundberg, & Beeler, 1998Beeler, 1998))

““Phonemic awareness and letter-sound Phonemic awareness and letter-sound knowledge account for more of the knowledge account for more of the variation in early reading and spelling variation in early reading and spelling success than general intelligence, overall success than general intelligence, overall maturity level, or listening maturity level, or listening comprehension.” comprehension.”

(National Reading Panel, 2000)(National Reading Panel, 2000)