Phonological Awareness and Concepts of Print

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Phonological Awareness and
Concepts of Print

• Developed by Kathy Casey, Jo King, Sara McCraw,
  Lorei Meanor, Pam Oliver, Cathy Petitgout, and
  Debbie Stark
• Delaware Reading Cadre, 2001

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GOALS

• To gain knowledge of all the components of
  phonological awareness,
• To understand the difference between phonological
  awareness, phonemic awareness, and phonics,
• To understand the importance of assessing and
  teaching phonological awareness to promote early
  literacy development.

Delaware Reading Cadre 2001
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Phonological Awareness is something you
can do in the dark.Patti Buchanan, Christina
School District
Delaware Reading Cadre 2001
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Phonological Awareness (PA)
Anticipation Guide

• PA can be taught and it helps children learn how
  to read and spell.
• Older, disabled readers cannot benefit, in terms
  of reading, from PA instruction
• Focusing on one or two PA skills produces larger
  effects than teaching many PA skills at once.
• Classroom PA instruction is most effective when
  taught in small groups versus whole group or
  individual.
• The results of PA research are not ready for
  implementation in the classroom.

Delaware Reading Cadre 2001
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Phonological AwarenessTheory

• PA is a primary indicator of early reading
  success
• PA is acquired through a continuum of skills
• PA needs to be taught explicitly first, then in
  context
• National Reading Panel, 2000 and Snow, et al,
  1998

Delaware Reading Cadre 2001
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Phonological Awareness

• Helps Young Students
• Grasp how the alphabetic system works,
• Read and spell words in various ways,
• Move from sounds to letters (preparation for
  phonic instruction),
• Understand that spoken language is made up of
  separate words, words are made up of syllables,
  and words can be broken down into separate
  sounds.

Delaware Reading Cadre 2001
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Phonological Awareness
Listening Rhyme Awareness
Awareness Concept of Ability

of word of
syllable initial sounds to manipulate

(Onset and rime) phonemes
(Phonemic
awareness)
Delaware Reading Cadre 2001
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Phonological Awareness DefinedDemonstration

• Listening
• Rhyming
• Concept of word
• Syllabication
• Onset/Rime compare to phonograms/ word families
• Phoneme Manipulation
• Blending
• Segmentation
• Deletion
• Bibliography of activity books available in
  handouts

Delaware Reading Cadre 2001
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What is a phoneme?

• Phonemes are the smaller-than-syllable sounds
  that correspond roughly to individual letters.
  Although every speaker has functional knowledge
  of phonemes, lending conscious awareness to them
  would interfere with listening comprehension To
  understand speech, it is necessary to attend to
  the sense of words and not the sounds ... Having
  learned phonemes well enough to produce and
  listen to oral language, there is almost no
  reason whatsoever for children to give them
  conscious attention no reason, that is, unless
  they need to learn to read an alphabetic script.
  
• To learn an alphabetic script, children must
  learn to attend to that which they have learned
  not to attend to. Adams,1990

Delaware Reading Cadre 2001
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Reading Time
Delaware Reading Cadre 2001
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Why teach phonemic awareness?

• Improves their ability to manipulate phonemes in
  speech,
• Lays the foundation for reading and spelling.
• Helps children grasp how the alphabetic system
  works,
• National Reading Panel, 2000

Delaware Reading Cadre 2001
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Effective phonemic awareness instruction

• Teaches students to manipulate phonemes by
• Identifying phonemes in words,
• Categorizing phonemes in words,
• Blending phonemes to form words,
• Deleting phonemes from words,
• Segmenting words into phonemes.

Delaware Reading Cadre 2001
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Small group instruction works because

• Children benefit from close observation of
  peers.
• Children listen and respond to their peers
  comments and explanations.
• Children are more attentive and motivated to do
  well in front of their peers
• National Reading Panel, 2000

Delaware Reading Cadre 2001
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Phonological Awareness Inventory

• ASSESSMENT

Delaware Reading Cadre 2001
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Supporting phonemic awareness development in the
classroomHalie Kay Yopp Ruth Helen Yopp, 2000
Delaware Reading Cadre 2001
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IMPORTANT!!!!!

• Initial instruction is auditory followed by
  manipulation of sounds to letters.
• Teach phonemic awareness in conjunction with
  letter names.
• Focus on one of two skills at a time.
• Tailor instructional time to students needs
  based on assessments.
• Small group instruction is the best.
• Some children will need more instruction than
  others.
• National Reading Panel, 2000

Delaware Reading Cadre 2001
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Reflection

• Teaching and learning are lifelong pursuits. We
  need to take time to look backward and forward.
• Take some time now to list some of the most
  significant changes you will make to your
  teaching, based on what you recently learned
  about phonological awareness. Organize your
  thoughts in these categories
• Practices you will add
• Practices you will discard
• Practices you will alter in some way
• Strickland and Morrow, 2000

Delaware Reading Cadre 2001
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Resources

• Ericson, L., and Juliebo, M.F. (1998) The
  Phonological Awareness Handbook for Kindergarten
  and Primary Teachers. Newark IRA.
• Opitz, M. (2000). Rhymes Reasons Literature
  Play for Phonological Awareness. Portsmouth, NH
  Heinemann.
• Adams, M., et. al. (1998), Phonemic Awareness in
  Young Children. ,Baltimore, MD Paul H. Brooks
  Publishing Co.

Delaware Reading Cadre 2001