What Is Phonological Awareness

Phonological awareness involves the detection and manipulation of sounds at three levels of sound structure: (1) syllables, (2) onsets and rimes, and (3) phonemes.

A Sound Beginning is an assessment of phonological awareness at four different levels: Word Level, Syllable Level, Onset-Rime Level, and Phoneme Level. Phonological awareness is the manipulation of sounds in spoken language and is an important building block for reading. The assessment is administered orally that would include the student tapping, deleting, segmenting, and blending different sounds. Felipe’s score for each level is as follows:

1. ELL students need to be familiar with the sounds of English before they can develop phonological awareness. 2. Instruction needs to be explicit, modifications made, and practice needs to be given when needed. 3. Once phonological awareness has developed in any language, then it can be transferred to other languages that are learned.  4. Teachers should frequently model the production of sounds. 5. Beginning readers should get help to learn to identify sounds in short words.

The book for Phonological Awareness that I chose was “Silly Sally” by Audrey Wood. I chose this book because it was within the time range of a kindergarten. There are not many words on the page which allows the kindergarten to not feel overwhelmed. At this age the child should understand word awareness, syllable awareness, and rhyming. The child is able to break down the words that are in the book.

We chose to assess phonological awareness because it is a crucial component in children’s development of writing, spelling, and reading skills (Paul & Norbury, 2012). Phonological awareness refers to an individual’s awareness of the sound structure or words; it can be characterized by words, syllables, onset/rime, phoneme manipulations, and the ability to rearrange these different levels into various patterns.

With exceptional children, often many of them have auditory processing problems which means that something is preventing them from hearing the information they are receiving. Phonological processing is having the ability to detect the different phonemes or speech sounds as stated by Chard, D.J. & Dickson, S.V. (2018). This is a problem that many of the children in the exceptional children’s department have which makes teaching reading all the more

An important learning point entails what is phonological awareness, often many confuse phonological and phonemic awareness. Phonological awareness is akin to metalinguistic skills, it allows a child to examine the sound structure of language. Clients have to discern and discriminate sound structure, such as separating words into syllables, producing rhymes, and identifying words with similar initial sounds. So unlike phonemic awareness, phonological awareness primarily entails spoken

Even though advanced cochlear implant (CI) and hearing aid (HA) technology is making tremendous strides in the DHH community, these hearing devices still cannot completely restore normal hearing or fully represent all aspects of normal speech sounds. Therefore, children within this population are potentially at a higher risk for speech disorders, speech delays, or language difficulties. The acquisition of phonological awareness (PA) and PA abilities is an important developmental step in speech and language. Moreover, PA skills have been shown to significantly affect early literacy abilities in normal hearing children. PA is commonly defined as the conscious ability

Phonological awareness is the learning of different sounds, words and syllables learnt through listening and speaking (Gillon, 2004). Phonological awareness is important for children in early childhood to learn to establish their reading and writing skills (Hill, 2012, 160). The way children learn phonological awareness is through word play, stretching sounds, repeat ion, rhymes and song (Hill, 2012, p. 134; Roger Scenter, 2013).Phoneme awareness is a smaller area considered as part of phonological awareness, phoneme awareness focuses on individual sounds that effect understanding (Hill, 2012, p. 134). An example of phoneme awareness would be the word cat sound it out as c/, a/ and t/ or the ch sound. Hill (2012, p. 134) states phonological

? Is it possible for pets to have the same qualities that are listed in our wordle?

An example of phonological awareness is a child being able to recognize that “sat” and “hat” rhyme. When a child is asked what rhymes with “sat” they should be able to produce a word such as “cat”.

According to Adams, students who struggle with phonemic awareness will struggle with “how sounds work in print...they will not have the ability to “listen inside a word” and “listen to the sounds they hear”” (Adams, n.d, p. 119). According to Cooter and Reutzel, students need to understand that “spoken language is made up of smaller units such as phrases, words, syllables and phonemes” (Cooter & Reutzel, 2016, p. 116). Along with letter knowledge instruction, phonemic awareness sets students up to succeed in the crucial skills of decoding, fluency and comprehension. If students are aware of the letters, the sounds they make, and how to manipulate the beginning, middle and ending sounds in words. These skills make the complex of decoding easier because students know how to recognize letter sounds and can manipulate them. Students can use their oral language skills, phonemic awareness, and background knowledge when they sound out a word to see if it makes sense. Thus, when students increase their reading accuracy, they are improving their fluency, when they improve their fluency, they are more likely to understand what they are reading, which builds comprehension. This process is going to be more difficult for the student, if the student does have an adequate knowledge of phonemic

A definition of phonological awareness from Yopp and Yopp (2000, p. 13) states that: ‘Phonological awareness is the ability to attend to and manipulate units of sound in speech independent of meaning’. Phonological awareness has two scopes and progresses from holistic and simple forms of awareness to more complex forms. (Treiman & Zukowski 1991; Cisero & Royer 1995; Anthony et al. 2003). The first scope is the size of a sound unit being attended to and manipulated. The second scope is the type of manipulation of the sound of units and the child’s ability not just to recognise the manipulation but to also perform it. For example, adding or removing sounds from words, blending them together to make words. The use of syllable awareness arises

“Fluency is important because it provides a bridge between word recognition and comprehension” –Kelly L. Briggs. Phonemic awareness is the ability to notice, think about, and work with the individual sounds in spoken words. Phonemic awareness instruction is a crucial building block of the reading process. It is most effective when students master phonemic awareness skills by the first grade so that as the student move into higher grade levels, they will be able to learn new things at a more efficient rate. Many first-grade students at JH Hines Elementary School do not know or understand the concept of phonemics, causing them to fail when learning new sight words. These students are being tested on words and books that they cannot comprehend because they have not been taught phonics correctly. This affects the community surrounding the school because if the school’s scores do not increase soon, the school will have to shut down because it will no longer be funded by the state. Future tutors and teachers at JH Hines Elementary need to be aware of this problem and help fix the problem by teaching the students phonemic awareness, which will then help their reading comprehension increase significantly.

Phonemic awareness is the ability to hear and manipulate sounds. This awareness of sounds develops gradually over time. The child learns to differentiate the smallest unit of sound and put them together to make other words. As stated in ERIC, 2012, “phonological awareness training can involve various activities that focus on teaching children to identify, detect, delete, segment, or blend segments of spoken words, i.e., words, syllables, onsets and rimes and phonemes” (para. 2). There are many activities that promote the development of phonological awareness. Puzzles are a good example of a pre-reading activity that promotes phonological awareness. Through puzzles, the child will experience pre-reading concepts such as big/small, straight/round, and middle/end. As the child play with the