Phonemic Awareness Definition Phonemic Awareness is a childs understanding and conscious awareness that speech is composed of identifiable units such as spoken words syllables and sounds ID: 795064
Download The PPT/PDF document "Literacy Assessment in Intervention" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Literacy Assessment in Intervention
Phonemic Awareness
Slide2Definition
Phonemic Awareness is “a child’s understanding and conscious awareness that speech is composed of identifiable units, such as spoken words, syllables, and sounds.
NAEYC, 1998
“
In order to read and write words, children need to be able to think about words as collections of sounds. When they perceive the smallest unit of sound that we can represent as an alphabet or letter pair, we say that children have phoneme or phonemic awareness”
Latters to Literacy, 2005
Slide3Seven Dimensions of Phonemic Awareness
1. The ability to hear syllables within a word.
Jim, Jane, Kim
Steven, Ginger, Kimberly
http://youtu.be/-YzdLA_ZMxQ
Slide42. The ability to hear initial letter sounds or recognize alliteration.
She sells sea shells…
“What other words to you know that begin with an
S
?”
Slide53. The ability to recognize rime and rhyme.
Words in the same rime family always end with the same letters
Sit,
hit, fit
Words in the same rhyme family share the same sound but not necessarily the same ending letters
Great, late
Bear, care
Slide6The ability to distinguish oddity.
What is the difference in
Man
Money
Cat
Slide75. The ability to blend sounds together orally to make a word.
Begin with onset and rime—they are larger units of sound
Students are able to control larger units of sound before smaller units.
Work with word families
Appendix B.1 p. 388
Slide86. The ability to segment words orally.
What sounds do you hear in
Man
M/A/N
Slide97. The ability to manipulate sounds orally to create new words.
Substituting sounds
Sam/ham
Deleting sounds
Beat/ eat
Slide10What Teachers Needs to Know About Phonemic Awareness
Is
p
honemic awareness
n
ecessary?
Do children benefit from intense, explicit phonemic awareness instruction?
If not intense, explicit instruction, how do children become aware of phonemes within words?
Slide11Is it Necessary?
Necessary but not sufficient
Cunningham et al, 1998
Yopp
and
Yopp
, 2000
Necessary
International Reading Association (IRA), 1998
National Association for the Education of Young Children, (NAEYC), 1998
Blevins, 2006
Lane and Pullen, 2004
Slide12Do Children Benefit?
Educational hazard
Smith, 1999
“One cannot separate a sound from a word that has been uttered anymore that one can extract an ingredient from a cake.”
page 153
Educational need
IRA/NAEYC, 1998
“Literacy does not develop naturally, and careful instruction in phonemic awareness is necessary for students to become literate.”
Engage students with sounds within words!
Slide13National Reading Panel
1. It does impact children’s awareness of sounds in letters.
2. It does impact children’s reading comprehension and decoding.
3. It does impact normal children’s spelling, but not the spelling of readers with a disability.
4. It is more effective when taught with letter names.
Slide145. It is more effective when only one or two skills are taught in a session, instead of multiple skills.
6. It is more effective when conducted in small groups, rather than individually or in classroom settings.
Slide15How Do Children Develop Phonemic Awareness Without Intense, Explicit Instruction?
When students are actively engaged and involved in literacy activities, they become aware of the sounds with words.
Cunningham et al., 1998; IRA/NAEYC, 1998; Taylor, Pressley & Pearson, 2000
Nursery rhymes, poems, songs,
r
hythmic activities such as jump rope jingles
Every day exposure is needed.
Slide16Assessing a Child’s Level of Phonemic Awareness
Observation
Commercial Assessments
Slide17Observation
Small-group language activities
Cannot clap the syllables of names or recognize words that have the same beginning, middle, or ending sounds.
Slide18Commercial Phonemic Awareness
Lindamood
-Bell Auditory Conceptualization Test (LAC-3)
Test of Phonological Awareness (TOPA-2+)
Scholastic Phonemic Awareness Kit
A test for assessing phonemic awareness in young children(
Yopp
, 2005).
Basic Early Assessment of Reading (BEAR)
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Quick Phonemic Awareness Assessment Device (Cecil, 2011), Appendix C 24, 25, 26
Slide19Teaching and Building Phonemic Awareness