NONE OF WHICH IS MEOW Phonological and Phonemic Awareness In Early Literacy Carolyn Mixon MA CCCSLP AISD SpeechLanguage Pathologist cmixonaustinisdorg The Phons ID: 340987
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WHEN “CAT” HAS 3 SOUNDS…NONE OF WHICH IS “MEOW”!
Phonological and Phonemic Awareness
In
Early Literacy
Carolyn
Mixon
, M.A., CCC-SLP
AISD Speech-Language Pathologist
cmixon@austinisd.orgSlide2
The “Phons”
Not!
Phonological Awareness
Phonemic Awareness
PhonicsSlide3
Why Phonemic Awareness?5 % can already read20-35% learn to read fairly easily
60%
find it challenging to learn to read
HALF of the 60% find learning to read EXTREMELY DIFFICULTSlide4
Students at Risk?Low incomeParents with less education
Low language homes
ELLs
Speech-Language delays
Developmental disabilities
Family history of reading difficultiesSlide5
Poorly developed phonemic awareness is the core problem for the majority of students who have difficulties in reading.Slide6
INSTRUCTIONWell-planned , 10-15-minutes dailyExplicit-I Do, We Do, You Do
Incorporate Small-group work
Game-like, 2-3 activities, touch-move-say
Make connections throughout the day
Immediate feedback and scaffolding
Use letters *Slide7
Phonological Awareness Skills in Early ChildhoodRHYMING
Participation
Matching
ProductionSlide8
ALLITERATIONRecognition & MatchingProductionSlide9
BLENDINGSyllables(compound, 2+ syllables)
Onset-Rime
SoundsSlide10
SEGMENTINGSyllables(compound, 2+ syllables)
Onset-Rime
SoundsSlide11
SCAFFOLDINGIsolate and exaggerate the featurePoint to mouth and tell child to look
Say the correct response then elicit response
Increase or decrease pauses between word parts as neededSlide12
PROGRAMSRoad to the Code: A Phonological Awareness Program for Young Children Phonemic Awareness in Young Children: A Classroom Curriculum
Ladders to Literacy: A Preschool Activity Book
Sounds Abound: Listening, Rhyming, and Reading
Reading Readiness Skills (
Neuhaus
)Slide13
Phonemic Awareness: The skills that they need to help them succeed (PK-K) Michael Heggerty-www.literacyresourcesinc.comOther Resources
Fcrr.org
TPRI Intervention activities
Building Early Literacy & Language Skills (BELLS-
SoprisWest
)Slide14
TAKE-HOME MESSAGEExplicit, well-planned, multisensory, regular instruction in small- and large-group activities (rhyme, alliteration, blending, segmenting)
Small-group P.A. work with all students
Analyze and supplement presentation of P.A. activities
Ultimate goal: Send children to kinder with rhyming, alliteration, and blending/segmenting skills.