Phonological+Awareness

 Phonological Awareness:

What is it? Awareness of individual sounds and groups of sounds in spoken words. Broken down it is the understanding of different ways an oral language can be divided into. After the dividing up into smaller components how can we manipulate and transform those words or sounds. We can break down sentences into words and words into syllables.

Why is it important? Most powerful predictor of later reading achievement. A child's phonological skills in 1st grade predict how well a child will read in 3rd grade and beyond. Phonological awareness prepares children for further reading instruction, including subjects areas such as phonics, word analysis, and spelling. Without developing these phonological skills, students with and without disabilities experience difficulty in early reading. Weakness in phonological processing results in lower reading development for students with and without disabilities. Developing readings have to have a knowledge about the internal structure of words, to be able to use letter-sound knowledge to read and build words. Success in early reading depends on achieving certain levels of phonological awareness.

Phonological Awareness Skills: "Word families" || Use known words to read new words. ||  (PA, Slides #5-6)
 * || Ability to: || Examples: || Will Eventually: ||
 * 1. || Separate words into syllables or beats. || To spell the word chapter, break it into chap and ter . Segment spoken words into syllables hockey=/hock/+/ey/ || Break down a word into parts to spell or decode/read it ||
 * 2. || Recognizes and generates words that rhyme. || Use catch to help them read batch.
 * 3. || Recognize and generate words that start or end with the same sound. || Peter starts with p, may help recognize that purple also starts with p. || Learn to associate particular sounds with particular letters ||
 * 4. || Blend sounds into words. || Sound for each letter in the word cat. (c/a/t) putting those sounds together to say cat. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">"Sounding out" words. ||
 * 5. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Segment words into sounds. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Hear the found sounds in clap (c/l/a/p), so they can spell it. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Spelling words ||
 * 6. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Move sounds around to create new words || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Use corn to help them decode the word pork. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Use known words to figure out new words. ||



Typical Acquisition Order:

1) A child will learn syllables/beats before rhyming before individual phonemes/sounds 2) They will be able to recognize words before being able to generate words on their own 3) Children will recognize beginnings of words, before endings, before middles. 4) Ability to blend words together to form one, before segmenting words into syllables. 5) Ability to move sounds around to create new words is often one of the last skills required.

Developing Phonological Awareness Strategies: (PA #10)
 * Songs |||| * With rhyming words
 * Rhyming blanks
 * Phonemic manipulation ||
 * Books, Poems, Tongue Twisters || * Nursery rhymes and poems
 * Books with rhyming and alliteration ||
 * Word Games || * "Count the Beats!" (sort things or friends by the number of syllables or beats) ||
 * Stretching Words || * "Mmmoooooomm"=MOM
 * "Jooooooollllllaaaa"Julia ||

Phonological Awareness Assessment Example:

Phonological Awareness Slides: