Phonological Awareness

THE NEFEC REACH PROJECT

was funded by a grant through Early Reading First 2007-2011. The information in this PowerPoint is provided by the NEFEC REACH Workshop Series Website. The information is a consolidation of professional learning presentations, current research and teacher contributions.

The ERF REACH Lead Team

is providing this early literacy information for early learning educators and professional leaders. We have provided the most current research as well as practical application ideas and suggestions for early learning educators to use in their classrooms. Please preview and adjust the information as needed for the purposes of your audience.

What is Phonological Awareness?

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Phonological awareness (PA) is the ability to attend to the sounds in language and the ability to manipulate those sounds.

Children attend to and reflect on the phonological components, separate from meaning.

PA includes the ability to detect, isolate, manipulate, blend, or segment units of sound in spoken language (Ehri, 1989).

Importance of PA in Learning to Read

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PA is one of the best predictors of later reading ability (Snow et al., 1998).

PA builds a strong foundation for skilled decoding and for fluent reading (Wagner & Torgesen, 1987).

PA deficits are associated with deficits in reading (Anthony & Francis, 2005) .

Are These Words Synonymous?

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Phonological awareness Phonemic awareness Phonics

Levels of Phonological Awareness

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Word level the ability to isolate individual words from spoken language Syllable level the ability to blend and segment chunks within words Onset-rime level units the ability to blend intrasyllabic Phoneme level the ability to manipulate individual sounds within words

Phonological Awareness Concepts Continuum

Phonemic Awareness sentence segmentation syllable segmentation & blending onset-rime blending & segmentation rhyming songs blending & segmenting individual phonemes More Complex Activities Less Complex Activities (Texas Center for Reading and Language Arts, 2006)

How Should I Teach PA to Preschoolers?

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Engaging, fun, and playful Small groups & throughout the school day Focus on one or two skills Explicit instruction, especially for children who are struggling

Listening Activities

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Guessing sounds Who is that?

Listening for words Loud & soft

Read Aloud Books

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Segmenting sentences at the word level Segment words into syllables and blend parts of words Demonstrate rhyme awareness and generating rhymes Demonstrate awareness of and produce beginning sounds

Share Poetry

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Recognize rhymes Generate rhymes Change beginning sounds to create silly poems (See example below-Humpty Dumpty) Rumpty Rumpty Rumpty Rumpty rat ron ra rall.

Rumpty Rumpty rad ra reat rall.

Rall re ring's rorses rand rall re ring's ren Rouldn't rut Rumpty rogether ragain!

Sing Songs

Down By the Bay Down by the bay Where the watermelons grow Back to my home I dare not go For if I do My mother will say

“

Did you ever see a moose kissing a goose?

”

Down by the bay

Sing Songs

The Name Game Jasmine!

Jasmine, Jasmine bo Basmine Bonana fanna fo Fasmine Mee my mo Masmine, Jasmine!

Sing Songs

Tune of

“

Old MacDonald

“

Miss LaShonda had a farm ME-MI-ME-MI-MO And on the farm she had an /m/ (the sound, not the letter) ME-MI-ME-MI-MO With a /m/ /m/ here and a /m/ /m/ there Here a /m/, there a /m/ everywhere a /m/ /m/ Miss LaShonda had a /m/ ME-MI-ME-MI-Mo

Play Games

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Games should be engaging, fun, and playful Show excitement when modeling and playing the games with the children Be positive and show enthusiasm for all from children responses Encourage all children to participate, but do not require them to do so.

(Adapted from Bennett-Armistead, Duke, & Moses, 2005)

Play Games

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Grab Bag Sound Match Onset & Rime Time We Can Rhyme

We Can Rhyme

Tune of

“

Three Blind Mice

”

We can rhyme. We can rhyme.

Listen to the words. Listen to the words.

_____ rhymes with______ and ______ _____ rhymes with______ and ______ _____ rhymes with______ and ______ We can rhyme. We can rhyme.

Tongue Twisters

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Helps children recognize and generate words that begin with the same sound Read tongue twister books Create original tongue twisters with children

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Write out the tongue twister Ask children to illustrate it

Developing PA Within Daily Routines

Circle Time: identify rhyming words Transition: counting syllables Centers: rhyme awareness Snack: generating rhyming words Recess: rhyme awareness Read Aloud: counting syllables Small Group: identifying rhyming words

References

Adams, M A., Foorman, B., Lundberg, I, & Beeler, T. (1998). Phonemic awareness in young children. American Educator, 22 (1), Retrieved from http://www.readingrockets.org/article/408/ Anthony, J. L., & Francis, D. J. (2005). Development of phonological awareness. American Psychological Society, 14 (5), 255-259. Beauchat, K. A., Blamey, K. L., & Walpole, S. (2009). Building preschool children

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s language and literacy one story book at a time. Reading Teacher, 63 (1), 26-39. Blachman, B. A. (1995, March). Identifying the core linguistic deficits and the critical conditions for early intervention with children with reading disabilities. Paper presented at the annual meeting of the Learning Disabilities Association of America, Orlando, Florda.

Ehri, L. C. (1989). The development of spelling knowledge and its role in reading acquisition and reading disability. Journal of Learning Disabilities, 22 , 356 364.

References

Lane, H. B. & Pullen, P. C. (2004). Phonological awareness assessment and instruction: A Sound Beginning.

Boston, MA: Pearson.

Lonigan, C. (2008, April). (Almost) everything you wanted to know about phonological awareness and were afraid to ask. Paper presented at the Early Reading First Conference, New Orleans, LA.

National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.

Phillips, B. M., Clancy-Menchetti, J., & Lonigan, C. J. (2008). Successful phonological awareness instruction with preschool children: Lessons from the classroom. Topics in Early Childhood Special Education, 28 (1), 3-17. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

References

Texas Center for Reading and Language Arts (now-Vaughn Gross Center for Reading and Language Arts). (2006) Phonological awareness continuum. Retrieved from http://www2.ed.gov/admins/lead/read/rb/edlite-slide004.html

Virginia Department of Education. (1998). Ideas and activities for developing phonological awareness skills: A teacher resource supplement to the Virginia early intervention reading initiative. Retrieved from http://www.doe.virginia.gov/instruction/response_intervention/resources/ide as_activities_develop_phonological.pdf

Wagner, R. & Torgesen, J. (1987). The nature of phonological processing and its casual role in the acquisition of reading skills. Psychological Bulletin, 101 , 192, 212.

Yopp, H. K. & Yopp, R. H. (2009, January). Phonological awareness is child

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s play! Young Children on the Web, 1-9. Retrieved from http://www.naeyc.org/files/yc/file/200901/BTJPhonologicalAwareness.pdf

Yopp, H. K. & Yopp, R. H. (2003). Oo-pples and boo-noo-noos: Songs and activities for phonemic awareness (2 nd Ed.). Orlando, Fl: Harcourt, Inc.