Phonemic Awareness Instruction
Phonemic Awareness InstructionPhonemic awareness refers to the ability to focus on and manipulate phonemes in spoken words.The following tasks are commonly used to assess children’s PA or to improve their PA through instruction and practice: 1. Phoneme isolation, which requires recognizing individual sounds in words, for example, “Tell me the first sound in paste.” (/p/) 2. Phoneme identity, which requires recognizing the common sound in different words. For example, “Tell me the sound that is the same in bike, boy, and bell.” (/b/) 3. Phoneme categorization, which requires recognizing the word with the odd sound in a sequence of three or four words, for example, “Which word does not belong? bus, bun, rug.” (rug) 4. Phoneme blending, which
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For example, “How many phonemes are there in ship? ” (three: /š/ /I/ /p/) 6. Phoneme deletion, which requires recognizing what word remains when a specified phoneme is removed. For example, “What is smile without the / s/?” (mile)Phonics Instruction There are many different approaches to phonics instruction, but these are just some way to go about teaching phonics:1. How many letter-sound relations are taught, how they are sequenced, whether phonics generalizations are taught as well (e.g., “When there are two vowels side by side, the long sound of the first one is heard and the second is usually silent.”), whether special marks are added to letters to indicate their sounds, for example, curved or straight lines above vowels to mark them as short or long 2. The size of the unit taught (i.e., graphemes and phonemes, or larger word segments called phonograms, for example, -ing, or -ack which represent the rimes in many single-syllable words) 3. Whether the sounds associated with letters are pronounced in isolation (synthetic phonics) or only in the context of words (analytic phonics) …show more content…
reading comprehension is a cognitive process that integrates complex skills and cannot be understood without examining the critical role of vocabulary learning and instruction and its development; 2. active interactive strategic processes are critically necessary to the development of reading comprehension; and 3. the preparation of teachers to best equip them to facilitate these complex processes is critical and intimately tied to the development of reading
For example, “How many phonemes are there in ship? ” (three: /š/ /I/ /p/) 6. Phoneme deletion, which requires recognizing what word remains when a specified phoneme is removed. For example, “What is smile without the / s/?” (mile)Phonics Instruction There are many different approaches to phonics instruction, but these are just some way to go about teaching phonics:1. How many letter-sound relations are taught, how they are sequenced, whether phonics generalizations are taught as well (e.g., “When there are two vowels side by side, the long sound of the first one is heard and the second is usually silent.”), whether special marks are added to letters to indicate their sounds, for example, curved or straight lines above vowels to mark them as short or long 2. The size of the unit taught (i.e., graphemes and phonemes, or larger word segments called phonograms, for example, -ing, or -ack which represent the rimes in many single-syllable words) 3. Whether the sounds associated with letters are pronounced in isolation (synthetic phonics) or only in the context of words (analytic phonics) …show more content…
reading comprehension is a cognitive process that integrates complex skills and cannot be understood without examining the critical role of vocabulary learning and instruction and its development; 2. active interactive strategic processes are critically necessary to the development of reading comprehension; and 3. the preparation of teachers to best equip them to facilitate these complex processes is critical and intimately tied to the development of reading