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What is phonological awareness essay
What is phonological awareness essay
Phonological awareness according to people
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As a future high school special education teacher I will not be working on phonemic and phonological awareness with early elementary readers. However, I will be working with students who are still learning these skills at the high school level. As an educator, I need to have a thorough understanding of phonological and phonemic awareness in order to implement creative ways to assist my students in learning and strengthening these skills within my classroom. In a perfect world I would not need to work on these strategies at the high school level, however, everyone learns at their own pace and I intent create a “linguistically rich environments in which written and spoken language are used to learn, communicate, to express ideas, to understand …show more content…
The first few years of elementary school are crucial for students to build these skills which contribute to stronger reading and writing. The article which I found difficult to gain information to implement in my classroom was “The Relationship Between Phonological Awareness and Reading: Implications for the Assessment of Phonological Awareness” written by Hogan, Catts, and Little. This article described a study based on how phonological assessment could predict the reading level of students in early school grades. The study administered assessments to kindergarten, second grade, and fourth grade students on phonological awareness, letter identification, word reading, and phonetic decoding. The results of the study showed phonological awareness in kindergarten predicted word reading in second grade, the level of word reading in second grade then predicated the phonological awareness skills in fourth grade. Although this study was interesting and provided valuable information on phonological awareness, I cannot see myself using any of this information within my high school classroom. There is a huge gap between elementary school students and high school student’s development level. Once I have my own classroom and begin to educate student in these area I may find a connection or correlation, however, at this point in time I do …show more content…
Tankersley broke down the mechanics of phonemic awareness and discussed numerous relevant aspects of phonemic awareness which I can alter and implement within my classroom. For example, Tankersley discussed patterns in reading and teaching students that print carries meaning. I could implement this within my classroom by having books in my classroom library that have patterns or rhyme. I can also have books on tape and allow my students to listen to the book being read while following along with their finger in the book. This will allow students to learn that print carries meaning and assist in early reading. Tankersley also talked about reading at home and how students are influenced by their parents. Although this was directed towards students at the elementary level, this also applies to students at the high school level. If I have students who are working on reading, I will ask parents to engage with their students and read at home. I could also implement a library buddies program where I would pair my students with general education students and have them read together in the library once a week or more. The chapter also lists several letter identification and letter-sound identification skills which I can use within my classroom after making modifications. The activities presented were different from other activities I have read about and I believe they would be a great
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
Phonemic awareness is the ability to notice, think about, and work with the individual sounds in words. It is very important to teach phonemic awareness because it the start of teaching the students how to read. This lesson taught me about all the steps it takes to teach students about phonemic awareness. It’s something that can’t be done in one class. Phonemic awareness has for stages, word, syllable, onset rime, and phoneme. All these steps are crucial for learning how to read. This lesson taught me a lot about phonemic awareness and it’s a lesson I’ll be using in the near future when I begin
Over seven million people just in the US have some sort of speech disorder. Just think about how many it is around the world! There are many different types of speech disorders, such as: stuttering, lisping and, mumbling, to name a few. Many of these disorders become noticeable during early childhood, however, this is not the only time a speech disorder may occur. Many people that suffer from strokes or other traumatic accidents encounter struggles with speech through their recovery. Those who struggle with speaking after an accident, though, have more access to treatments than children that are born with speech impediments. The treatments that are most known for children include: phonology, semantics, syntax, and pragmatics. There are speech
Accordingly, phonological awareness can be developed before reading mastery to facilitate the subsequent attainment of reading skills. Effective phonemic awareness instruction educates participants to identify, think about, and manipulate sounds in spoken language. Phoneme segmentation and Phoneme blending are two essential elements of this instruction. Different researchers have conducted numerous studies on the effectiveness of this technique. The studies show that children who utilize this technique are able to hear sounds in words, divide words and show an understanding of letter-sound correspondence. Elkonin Boxes" are easy to create by simply drawing squares on a flat surface or a piece of paper. The use of the templates with manipulative to represent each sound makes the task both multisensory and concrete. Words with consonant-vowel-consonant patterns can be stretched out to make it easier for the beginner. However, the technique equally works well with more advanced readers. This segment discusses three primary types of research conducted to determine the effectiveness of this technique in
Phonemic Awareness is very important part of literacy. Phonemic awareness includes sounds of a word, the breakdown of words into sounds. It includes rhyming and alliteration, isolation, counting words in sentences, syllables and phonemes, blending words, segmenting, and manipulating.
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
Phonological awareness is students understanding of sound awareness of being able to hear the sound as and continues stream know as phones. Children at a young age should be learning and understand the basic concepts of English has a streamline and be able to break down the sound components. As teachers, it is important to understand the most efficient and engaging of teaching to their students, reading and writing.
According to Bursuck & Damer (2011) phonemes are “the smallest individual sounds in words spoken.” Phonemic awareness is the “ability to hear the phonemes and manipulate the sounds” (p. 41). Phonemic awareness is essential because without the ability students are not able to manipulate the sounds. According to the National Institute for Literacy (2007), “students with poor phonics skills prevent themselves from reading grade-level text and are unable to build their vocabulary” (p.5) Agreeing with the importance of phonemic awareness, Shapiro and Solity attempted to use whole class instruction to improve students’ phonological awareness. The intervention showed that whole class instruction assisted not only the students with poor phonemic awareness, but also on-level developing readers.
The purpose of this essay will be to examine which writing system is more desirable, semanto-phonetic writing or alphabetical writing. In order to get better understanding in this thesis statement, semanto-phonetic writing and alphabetical writing should be broadly defined. Alphabetic writing systems represent the phonological structure of the language while the symbols used in semanto-phonetic writing systems often represent both sound and meaning. Semanto-phonetic writing is more desirable than alphabetical writing because its advantages are more than that of alphabetical writing. This essay will express four main advantages of semanto-phonetic writing, including able to be understood across time and space, greater aesthetic interest and easy to read. To make it more specific and clearer, Chinese writing would be taken as example of semanto-phonetic writing to compare with English writing, which is an example of alphabetical writing in this essay.
To sum up, there are many factors that affect on the successful acquisition of the English vowel sounds; however, with a little bit of effort and a lot of practice, our pronunciation can get a lot better if we do our part.
These skills are an important core separating normal and disabled readers. According to Hill (2006, p.134), phonemic awareness is a skill that focus’ on the small units of sound that affect meaning in words. For example, the following phoneme has three syllables, /c/, /a/ and /n/. These letters make three different small units of sound that can impact the meaning of words. Seely Flint, Kitson and Lowe (2014, p. 191), note that even the Australian Curriculum recognises the importance of phonemic awareness in the Foundation year, due to the ‘sound and knowledge’ sub-strand. This sub strand recognises syllables, rhymes and sound (phonemes) in spoken language. Rich discussions about topics of interest to children as well as putting attention to the sounds of language can help encourage phonemic awareness as well as improve students vocabulary and comprehension development. It is important to make awareness of phonemes engaging and interesting in preschool and in the early years so children can learn these skills early and become successful
In the K class that I will be using Interactive Read Aloud, I will be specifically instructing those children (6 children - 2 boys, 4 girls - ages 5-7) with literacy skills in letter identification, alphabetic principle and sight word recognition and production. Given their needs (as a group), my instructional goals in reading instruction will include identifying letter names, identifying consonant and short vowel sounds, and in...
Consonant is a speech sound which is produced by a partial or a complete obstruction of the airflow by the constriction of the speech organs ( Ladefoged and Disner, 2012:201). The production of consonants involves bringing two of the speech organs close enough together to shut off or restrict the flow of air (Bennett, 1998: 7). Consonant sounds may be voiced or voiceless which are produced with an obstruction or occlusion at some points in the vocal tract, this obstruction of airflow could be complete or partial (Al-Hamad, 2002: 75 and Erwin, 2004:5). Consonant sounds are not produced or formed only if there is an occlusion in the flow of air or when there is a close articulation of two organs of speech or when they are fully pressed together to form the consonant sound (Ahmed, 2004:16).
In this course we study both phonetics and phonology. Phonetics to improve the way we should spell the sounds, and in order to spell the correct sounds we should learn how to listen accurately. It’s also known as the study of language which contains 44 sounds and 26 letters. Phonology is to study the rules for combining phonemes and what happened due to this combination. Phonetics contains consonant, vowels & diphthongs. It’s also used in language and linguistics rules that specify how the phonemes are organized into syllables, words, and sentences to