Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Child language acquisition
Language development from birth to 5 years
Language development in children 0- 19
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Child language acquisition
Summary of Instructional Problem
Phonological skills are the smallest units of sound. Every word is made up by various phonological sounds. These sounds are strung together to help make up words (Torgesen & Mathes, 1998). Possessing the phonological skills such as rhyming, blending sounds, substituting sounds, and recognizing onset and rhime allows a student to be able to translate all the symbols we call an alphabet into sounds to create words. Phonological awareness is also a major component of any successful reading program.
In the kindergarten classroom students come to me in the fall and are struggling with phonological awareness skills. Many of these children do not possess the basic phonetic skills such as rhyming. The purpose of the needs assessment is to determine if these skills are lacking in all classrooms in the district that I work in, to determine if all instructors understand the value in educating the students, and the importance of these skills for beginning kindergarteners.
Current Conditions and Desired Conditions
Current Conditions
Kindergarten students spend all year struggling with their phonological awareness skills. A large portion of time should be spent on how to teach children how to rhyme blend sounds, substitute sounds, and recognize onset and rhime. Students should be coming into kindergarten possessing at least the basic phonetic skills of rhyming. These basic skills are lacking when entering the classroom in the fall. Without these essential skills children have a much more difficult time becoming fluent readers. When students lack phonological processing skills children are often times predisposed to reading disabilities (Institute for Education Reform, 1997). These sk...
... middle of paper ...
...n students will possess foundational skills needed to become better readers.
References
Institute for Education Reform. (1997, November 20). California State University. Retrieved from http://www.csus.edu/ier/reading.html
State of Washington. (2014, March 31). Office of Superintendent of Public Instruction. Retrieved from Washington Kindergarten Inventory of Developing Skills: http://www.k12.wa.us/WaKIDS/Assessment/default.aspx
Torgesen, J. K., & Mathes, P. G. (1998). What Every Teacher Should Know about Phonological Awareness. Florida State Department of Educaiton, Divison of Schools and Community Education Bureau of Instructional Support and Community Services.
University of Oregon Center on Teaching and Learning. (2014, March 31). University of Oregon Center on Teaching and Learning. Retrieved from UO Dibels Data System: https://dibels.uoregon.edu/
9) Beginning Reading And Phonological Awareness For Students With Learning Disabilities by Michael M. Behrmann , on the Kid Source web site
...dren developing early reading. As the guidance which comes with the Primary National Strategy framework states, schools “put in place a systematic, discrete programme as the key means for teaching high-quality phonic work” (DfES & PNS, 2006, p. 7). By teaching children to decode it helps them to develop their early reading and sets them up with skills to tackle almost any unknown word. There are many programmes which school choose to follow such as the government provided ‘Letters and Sounds’ or other schemes such as ‘Jolly Phonics’ or ‘Read Write Inc.’. Though there are many different companies’ schools can choose to follow the breakdown of how phonics should be taught is the same in all: phonics should prepare children to be able to decode any word they come across and teach itself in a multisensory way, one that interests the children and helps them to learn.
Education." Midwest Quarterly 44, no. 2 (Winter2003 2003): 211. Academic Search Premier, EBSCOhost (accessed April 11, 2014).
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
Richardson, Mark Ed. Jay Parini. Vol. 1. New York: Charles Scribner's Sons, 2003. p237-255. COPYRIGHT 2003 Charles Scribner's Sons, COPYRIGHT 2009 Gale, Cengage Learning.
Domenico, Desirae M., Ph.D, and Karen H. Jones. "ERIC - Education Resources Information Center." Education Resources Information Center. N.p., Fall 2007. Web. 26 Dec. 2013.
Bridgepoint Education, Inc. Retrieved April 19, 2019. From: https://content.ashford.edu/books/AUSOC120.10.2.
Codding, Karen. (n.d.). Test of Kindergarten and First Grade Readiness Skills. [Electronic version]. Retrieved April 20, 2003, from http://www.steoltingco.com/tests/catolog/TKFGRS.htm
Education week, 22(41) p.12. Retrieved September 28, 2003 from EBSCO database (Masterfile) on the World Wide Web: http://www.ebsco.com.
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.
Phonetic awareness has been proven to aid in our students written and reading acquisition. I would also try to incorporate reading instruction using my student’s primary language. I would like to implement activities such as writing in journals and drawing pictures to illustrate what the students are writing about. In doing this, I hope my students can write and also illustrate the story they are trying to communicate to me. I would also like to read stories with my students and ask them to make predictive statements about the stories. I would also like to incorporate centers into my classroom that will help my students play in literacy-enriched areas. Examples of these centers would be places like a school, an office, a grocery store or a restaurant. While the students are not in my classroom, I will send home activities that include parental involvement. I would encourage parents to communicate with their students using their journals. They can write entries back and forth to each other to communicate. The student could even draw a secret message to their parents and have their parent try and figure out sentences that correlates to the picture. I would also like to send home storybooks for the parents to read to their children. These storybooks would come with an activity sheet that the student would need to complete. On the activity sheet I would ask students to draw
To effectively teach 1st graders about phonemic awareness, I would definitely start off trying to make sure they understood what phonemic awareness consists of (such as sounds) before introducing them to anything else. To help them identify sounds in words, I would start off by saying words and instructing them to listen to the beginning sounds in the word while asking them which of the words start with the same sound such as (d) in dog or pad. They would have ...
Explicit instruction calls for the teacher to gain student's attention, present new material, reinforce correct response, provide feedback to students on their progress and increase the amount of time that students spend actively engaged in learning course content. Its objective is to develop skills and help students to master a body of knowledge .Some children following explicit rhyming instruction are able to generate and identify rhyming words. By age 4, children demonstrate awareness of rhyme and alliteration without too much difficulty. At age 5, even before learning to read, children can adequately perform rhyming oddity tasks- wherein they must choose the non-rhyming word out from a group of four spoken words .Rhyming skills are measured
Viadero, D. (2003, April 30). Nice work. Education Week, 22(33), 38-41. Retrieved September 24, 2003, from Academic Search Premier/Ebsco.