Phonemic Awareness
Phonemic Awareness
Phonemic awareness is a sub-category or type of phonological awareness. Phonemic awareness is being aware of how words are made up of the individual sounds. A student who has phonemic awareness will not only be able to hear individual sounds in spoken words, but also be able to identify, think about, and manipulate those sounds. Before a student can learn to read successfully, they must have phonemic awareness. The most minute distinct pieces of sound in a word that when changed make a difference in the word’s meaning are called phonemes. An example of a phoneme is the sound /ch/ in char, when /ch/ is changed to /c/ it changes the meaning of the word. Why should we teach phonemic awareness? Because phonemic awareness increases …show more content…
Phonics focuses on the relationship between phonemes (as discussed in the prior section) and graphemes. A grapheme is a written depiction of a sound using one or more letters. Some examples of “phonics rules” include the CVC pattern, CVCe pattern, and the CV pattern. Though there are of course some exceptions to these rules, teaching students these simple patterns can help with spelling and decoding unfamiliar words. Ainsworth explains that the study of phonics or letter sound correspondence is the “basic foundational skill readers need in order to process novel words they will encounter” (Ainsworth, Evmenova, Behrmann, Jerome p. 169). Without teaching students with disabilities phonics, they will be reliant upon basic sight words, leaving them a very small and stunted canon of words to express their ideas. Therefore, another reason we should teach all students phonics concepts is because, as M.K. Ainsworth says by doing so we “provide them a means to express their unique thoughts” (Ainsworth, Evmenova, Behrmann, Jerome p. 167). Tompkins, asserts that the best way to teach phonics is “through a combination of explicit instruction and authentic application activities” (Tompkins, p. 160). Some ways that have been successful with students with disabilities are “direct and systematic” instruction with a group of two students using Accessible Literacy Curriculum by Mayer Johnson which provides “brief repetitive scripts and includes all instructor responses for correct and incorrect student responses” (Ainsworth, Evmenova, Behrmann, Jerome p. 168). Teachers can use table sized pocket charts and laminated sentence strips with Velcro dots on it for placing letter cards on it (Ainsworth, Evmenova, Behrmann, Jerome p. 168). Explicit and systematic phonics instruction is taught according to a pre-determined plan
Phonemic awareness is a sub-category or type of phonological awareness. Phonemic awareness is being aware of how words are made up of the individual sounds. A student who has phonemic awareness will not only be able to hear individual sounds in spoken words, but also be able to identify, think about, and manipulate those sounds. Before a student can learn to read successfully, they must have phonemic awareness. The most minute distinct pieces of sound in a word that when changed make a difference in the word’s meaning are called phonemes. An example of a phoneme is the sound /ch/ in char, when /ch/ is changed to /c/ it changes the meaning of the word. Why should we teach phonemic awareness? Because phonemic awareness increases …show more content…
Phonics focuses on the relationship between phonemes (as discussed in the prior section) and graphemes. A grapheme is a written depiction of a sound using one or more letters. Some examples of “phonics rules” include the CVC pattern, CVCe pattern, and the CV pattern. Though there are of course some exceptions to these rules, teaching students these simple patterns can help with spelling and decoding unfamiliar words. Ainsworth explains that the study of phonics or letter sound correspondence is the “basic foundational skill readers need in order to process novel words they will encounter” (Ainsworth, Evmenova, Behrmann, Jerome p. 169). Without teaching students with disabilities phonics, they will be reliant upon basic sight words, leaving them a very small and stunted canon of words to express their ideas. Therefore, another reason we should teach all students phonics concepts is because, as M.K. Ainsworth says by doing so we “provide them a means to express their unique thoughts” (Ainsworth, Evmenova, Behrmann, Jerome p. 167). Tompkins, asserts that the best way to teach phonics is “through a combination of explicit instruction and authentic application activities” (Tompkins, p. 160). Some ways that have been successful with students with disabilities are “direct and systematic” instruction with a group of two students using Accessible Literacy Curriculum by Mayer Johnson which provides “brief repetitive scripts and includes all instructor responses for correct and incorrect student responses” (Ainsworth, Evmenova, Behrmann, Jerome p. 168). Teachers can use table sized pocket charts and laminated sentence strips with Velcro dots on it for placing letter cards on it (Ainsworth, Evmenova, Behrmann, Jerome p. 168). Explicit and systematic phonics instruction is taught according to a pre-determined plan