Phonological Awareness Paper

Phonological awareness is the ability to attend explicitly to the phonological structure of spoken words. Failure to develop an adequate vocabulary, understanding of print concepts, or phonological awareness during the early (preschool) years constitutes some risks for reading difficulties. Phonological awareness skills are believed to be predictive of a child’s ease in learning to read. More than 20 percent of student’s struggle with some aspects phonological awareness, while 8-10 percent exhibit significant delays (Adams et al. 2.). Phonemic awareness is the insight that every spoken word can be conceived as a sequence of phonemes. It is the understanding that spoken language can be analyzed into strings of separate words and that words can be analyzed in sequences of syllables and phonemes within syllables. Young children begin to notice sound similarities in the words they hear. People who can apart words into sounds, recognize their identity, and put
Some exercises in these trainings will be directing student’s attention to rhyme. Recommendations to improve vocabulary will be actively and systematically teaching vocabulary to students (Pearson et al., 2007). Teach words, morphology, and word origins are an important component in any vocabulary learning program. It’s recommended that exposing students to all types of words is all a recommendation for improving reading comprehension. Reading informational books and chapter books that introduce complex and rich vocabulary increases vocabulary as well for children. Dividing reading activities into three categories; pre-reading, which allows students to collect and defining vocabulary words from text. Reading, allows teachers to guide student’s interaction with text and post-reading allows students to summarize what they have read(Babbit,