Joan Heinsohn, Molly Sherer, Kim Zieroth, Mary Bahe

What is Phonemic Awareness?(PA)

The understanding, identifying, and manipulation of how sounds work in spoken words. (Put Reading First, pg. 2).

 

• This is an oral/spoken not written skill

• These sounds are called phonemes

• These oral sounds/phonemes can be combined to create spoken words

Wait a minute……

Is Phonemic Awareness and Phonological

Awareness the same thing?

OR

What is Phonological Awareness?(PoA)

The “identifying and manipulating larger parts of spoken language, such as words, syllables, and onsets and rimes, as well as phonemes” (Put Reading First pg. 3).

Sub categories in POA-

• Rhymes – oral/spoken words

• Syllables – written words

• Onset – oral/spoken in syllables (words)– A sound before the vowel (ex. Chow – ch (/ch/)

• Individual Phonemes (FA) – oral/spoken words

What about Phonemic Awareness and

Phonics

Phonemic Awareness Phonics

PHONEMIC AWARENWSS PHONICS

Auditory Visual

Speech based Print based

Speech sounds to letters Letters have sounds

Phonemes Letter pronunciation

Phoneme discrimination Letter & word identification

Natural units of sounds Artificial code (alphabet)

Why do we teach/expose students to PA?

“PA predicts reading ability.” • Helps Children learn to read-

– Children need to hear the phonemes before they can link them to graphemes- otherwise they will struggle in reading

– Improve Comprehension through fluency, decoding, and vocabulary

• Improves children’s spelling- through segmenting words into phonemes

How do you know if a child struggles with phonemic awareness?

• Cannot put words into groups using similar or dissimilar sounds (cat, car, fur)

• Cannot separate or connect syllables (ti/ger)

• Cannot blend sounds into words (m-a-p)

• Cannot break words into segments (/p/ /a/ /t/)

Teachers need to be able to select assessment methods to match the kinds of information

they want.• Word Identification • -DIBELS (Dynamic Indicators of Basic Early Literacy Skills) • *Initial Sounds Fluency • Given individually • Recognize & produce initial sound in an orally presented word • * Phoneme Segmentation Fluency • *Individual test • *Measures ability to segment 3 or 4 phoneme words into their

individual • phonemes fluently • -Yopp Singer Phonemic Test (Also Spanish) • *Rubber band Stretch to model segmentation

• Comprehension: Running records, response to literature or print, reading conferences

• -QRI (Qualitative Reading Inventory) • -DIBELS (Dynamic Indicators of Basic Early Literacy Skills) • -CELF (Clinical Evaluation of Language Fundamentals) • Motivation: Shared reading, independent reading, read-alouds,

surveys, • -CAP(Creative Assessment Packet) • -Reading Self-Concept Scale • Montoring Progress • *Students should be assessed 2-3 times per year until goal

reached • *Teacher monitor/record informally ( Ex.-student group chart

with point system)

How can we work on phonemic awareness?

• Teach children to manipulate phonemes by using letters– Teach letters (teach alongside of PA)– Blending phonemes to create words– Segmenting phonemes in words – spelling

• Focus on 1 – 2 phonemes manipulation, rather than several

types– Research - Children who learn 1-2 types of manipulation of

phonemes make better gains in reading and spelling• Manipulating Phonemes- • Blending Phonemes – • Segmenting Words –

How should we teach PA?

• Small Group Direct and Explicit Instruction- – Feedback from teacher and classmates

• At Instructional level of students• Skill Activities –

– Identifying Phonemes• Guess the name game

– Categorize Phonemes• Odd word out• Who goes together

– Blend Phonemes to form words• Guess the word game

– Segmenting words (C- first sound, last sounds, and complete)

– Delete or add phonemes to form new words• Change the name game

– Substituting phonemes to make new words• Change the phoneme game