Phonemic Awareness In K-3 Balanced Literacy
Running Head: PHONEMIC AWARENESS IN A K-3 BALANCED LITERACY PROGRAM
Phonemic Awareness in a K-3 Balanced Literacy Program
RDG 512
Latisha L. McCall
Grand Canyon University
August 30, 2011
Abstract
The research is concentrated on the effects of phonemic awareness on early readers and how it impacts reading fluently. The paper gives a definition of phonemic awareness, and phonics along with two Techniques for assessing phonemic awareness. The paper discuss the purpose and description of both phonemic awareness and phonics.
Phonemic Awareness in a K-3 Balanced Literacy Program
Language is developed at an early age babies are exposed to language in the wound. They are exposed when …show more content…
Phonemic aware purpose in K-3 balanced literacy is teaching beginners to read and pronounce words. Phonics purpose is to learn the phonetic value of letters, letter groups, and especially. Phonics supports cooperative and integrative learning where students and teacher learn together and carry out tasks collaboratively. In 1984, the National Academy of Education reported the status of research and instructional practices in reading education the report includes the finding that phonics instruction improves children 's ability to identify words. The report concludes that phonics strategies include teaching children the sounds of letters in isolation and in words, and teaching them to blend the sounds of letters together to produce approximate pronunciations of words. It also states that phonics instruction should occur in conjunction with opportunities to identify words in meaningful sentences and …show more content…
The knowledge of a student’s recognition of letter sounds and the ability to blend begins in the early years of school. Students are assessed during their early grades of Elementary school such as kindergarten and first grade. Students are assessed through progress monitoring. Progress monitoring is a strategy that helps educators in determining if the students are making adequate progress or if more intervention strategies are needed achieve grade level reading goals. Phonemic Awareness Assessment can be achieved through formal and informal activities. There are two ways phonemic awareness can be assessed by the teacher through student’s recognition of rhyming sounds and having the ability blend phonetically. Recognizing rhyme assessment is done when a student can recognize or identify a rhyming sound which can be obtained receptively or expressively. Children are given an example of a rhyme. The teacher explains that two words will be read such as \ham\ \ram\ the student is encouraged to answer if the two words sound alike by answering yes, raising hand, or thumbs up. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is an assessment that is given in the beginning of Kindergarten, early first grade, and if need first through third grades. DIBELS focuses on the development of early skills such as letter naming, phoneme identification and phoneme segmentation to help teachers in
Phonemic Awareness in a K-3 Balanced Literacy Program
RDG 512
Latisha L. McCall
Grand Canyon University
August 30, 2011
Abstract
The research is concentrated on the effects of phonemic awareness on early readers and how it impacts reading fluently. The paper gives a definition of phonemic awareness, and phonics along with two Techniques for assessing phonemic awareness. The paper discuss the purpose and description of both phonemic awareness and phonics.
Phonemic Awareness in a K-3 Balanced Literacy Program
Language is developed at an early age babies are exposed to language in the wound. They are exposed when …show more content…
Phonemic aware purpose in K-3 balanced literacy is teaching beginners to read and pronounce words. Phonics purpose is to learn the phonetic value of letters, letter groups, and especially. Phonics supports cooperative and integrative learning where students and teacher learn together and carry out tasks collaboratively. In 1984, the National Academy of Education reported the status of research and instructional practices in reading education the report includes the finding that phonics instruction improves children 's ability to identify words. The report concludes that phonics strategies include teaching children the sounds of letters in isolation and in words, and teaching them to blend the sounds of letters together to produce approximate pronunciations of words. It also states that phonics instruction should occur in conjunction with opportunities to identify words in meaningful sentences and …show more content…
The knowledge of a student’s recognition of letter sounds and the ability to blend begins in the early years of school. Students are assessed during their early grades of Elementary school such as kindergarten and first grade. Students are assessed through progress monitoring. Progress monitoring is a strategy that helps educators in determining if the students are making adequate progress or if more intervention strategies are needed achieve grade level reading goals. Phonemic Awareness Assessment can be achieved through formal and informal activities. There are two ways phonemic awareness can be assessed by the teacher through student’s recognition of rhyming sounds and having the ability blend phonetically. Recognizing rhyme assessment is done when a student can recognize or identify a rhyming sound which can be obtained receptively or expressively. Children are given an example of a rhyme. The teacher explains that two words will be read such as \ham\ \ram\ the student is encouraged to answer if the two words sound alike by answering yes, raising hand, or thumbs up. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is an assessment that is given in the beginning of Kindergarten, early first grade, and if need first through third grades. DIBELS focuses on the development of early skills such as letter naming, phoneme identification and phoneme segmentation to help teachers in