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Summary Of Phonological Awareness
Summary Of Phonological Awareness
The role of phonological awareness and phonemic awareness in reading development
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This journal paper presents a study to evaluate the effectiveness of three intervention programs that target on improving phonological awareness for students who have reading deficits. The three programs were Fast ForWord(FFW), Earobics (2) and Lindamood Phonetic Sequencing Program (LiPS). These interventions have been chosen for two main reasons. First, they all particularly focus on phonological awareness, a core element of reading acquisition. Second, their publishers claim about the dramatic improvements in language and reading ability by using those programs. The FFW and Earobics are auditory-based interventions which incorporate interactive games while the LiPS, formally called the ADD program (Auditory Discrimination in Depth), is not based on interactive games and incorporates an articulatory approach. Sixty children with reading difficulties (with the average age of 9 years old) recruited from a local school were randomly assigned into 1-3 interventions. Participants received three 1 hour daily training session for 20 days. In …show more content…
The results reveal some implications to me. First, it suggests that the intervention should not focus narrowly on phonological awareness. More activities, such as learning alphabetic principle or decoding may help readers to transfer the knowledge and get a better learning gain. Second, it may help students to achieve better results by extending training days longer rather than increasing the daily training duration. It is particularly important for me in designing my evaluation study. Others studies suggest that the training must be longer than 4 weeks (8-9 based on Torgesen, 2001). A fewl limitations, however, may reduce the reliability of the results. As mentioned by the authors, the small size and the lack of verbal IQ scores limit the conclusions. The lack of the posttest data makes it difficult to identify the possible long-term learning
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Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
This article provides the rationale for introducing a phonics screening check in Australian schools, detailed explanations of its development, implementation, and result in English schools, and also recommendations for a phonic screening in Australia. Furthermore, the author has attempted to research and document a method that is believed can improve Australian children literacy level and their reading ability not only nationally but also internationally. By implementing the Year 1 Phonics Screening Check and demonstrate how systematic phonics is being taught across the country and in individual schools, it is believed that it can improve teaching methods. The article makes an exceptional initiation to implement new education policy scheme in Australia. Despite there was a lot of research in this teaching method, seeing the result and evaluation in the implantation in Australia will add new knowledge on this
Anthony, J, & Francis, D. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14(5), 255-258
Children with reading disabilities differ from children that read typically in their use of morphological forms. This view has been supported by multiple studies that review the relationship between reading and morphology (Carlisle, J., & Stone, C. 2005; Nagy, W., Berninger, V., & Abbott, R. 2006; Reed, D. 2008; Kuo, L. & Anderson, R. 2006). Morphology has been linked to reading ability, as has phonology, for many years. Traditionally reading ability, or disability, is detected by the student’s strength with phonology(Crisp, J.& Lambon Ralph, M. 2006; Marshall, C. & van der Lely, H. 2007;), yet many recent studies have indicated that morphological awareness can play a key role in the detection and intervention of reading disability, especially as the student gets older (Nagy, W., Berninger, V., & Abbott, R. 2006; McCutchen, D., Green, L., & Abbott, R.2008; Rabin, J., & Deacon, H.2008). In this literature review, we will discuss morphological use and its connection to reading ability, the connection between phonology and reading, and the importance of morphological form usage as an indicator of reading ability. Finally, we will discuss the focus of this research, its purpose, significance, and research questions.
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
In order to demonstrate best practice in assessment, an intervention plan has been developed around three Kindergarten students’ who need additional help to develop their phonemic awareness and letter- sound correspondences.
O'Donnell, M. P. (2001). Do Intensive Phonics Programs Help Struggling Readers? The New England Reading Association Journal, 4-10.
Instruction in phonemic awareness involves teaching children to focus and manipulate phonemes in spoken syllables and words. The effect of phonemic awareness instruction helps children improve their phonemic awareness abilities and their reading skills. Phonemic awareness instruction also helps normally achieving children learn to spell (National Institute of Child Health and Human Development, 2015). Evidence-based research highlights several phonemic awareness instructions, which are considered
The first commonly agreed upon notion is that effective reading instruction is successful by implementing strategies that include structured literacy elements (Konza, 2006). One critical element is phonological awareness. This relates to the child’s ability to understand the sounds, words, and syllables in spoken language (Hill, 2012, p. 133). These cues also include timing, intonation and stress often heard in early reading story books (Hill, 2012, p. 133). Branching off phonological awareness is phonemic awareness. This requires the reader to recognise the individual small units of sound or ‘phonemes’ that in sequence, create different words (Hill, 2012, p. 134). Phonemes are made up of letters of the alphabet, so to be able to grasp this concept and start learning to read, there has to be, at least a basic prior knowledge and recognition of these letters, also known as, ‘the Alphabetic principle’ (Sedl, 2015). Effective instruction should include strategies to improve phonological awareness. One strategy is modelling and correct pronunciation, which involves
Phonics instruction is likely to affect student reading achievement positively when ample time is given during the instructional day and is thematically and practically planned out, Mesmer (2005). Teaching phonics is not the same as teaching reading. Phonics is an adaptable resource, which can be combined with varying literacy instructional programs, Lapp & Flood (1997). In fact phonics is said to be a prerequisite for good readers because it teaches all readers strategies that help them derive meaning from word formation and letter combinations, Freppon & Dahl (1998).
Phonics help children learn to read. It is the first step in decoding or sounding out words. The first step in teaching phonic is to teach children how to identify each letter by its name and their sounds. Flashcards are great to use in this process. The letters can be shown and students say the sounds. As they progress I would implement phonogram as described by Jennings, Caldwell and Lerner (2010). Children need to know how combinations of letters make sounds. For example ck say k as in clock. I would teach this through word games. I would also show them that they can change letters to make new words e words such as cat into hat. Jennings, Caldwell and Lerner (2010) went on to say that it is also effective to read a book with decodable words and manipulate letters in words to make other words (pg.
To develop letter-sound correspondence children can be engaged in hands on activity by sorting picture according to beginning and middle sounds. This is appropriate because when children understand that words are made of individual sounds, teachers can begin segmentation activities. Emergent readers should be able to segment many CVC (consonant-vowel-consonant) words. For example, the teacher can says a word like "dad," then asks the class to say each sound separately. This helps the children to acquire strong word analysis/phonemic decoding skills which equips them with skills necessary to use their knowledge of letter sound relationships to “sound out” unfamiliar words in text. This is one of the keys to becoming an accurate and independent reader (readingrockets.org). As children learn basic decoding skills spelling should be taught simultaneously as these patterns would be evident in their writing as
For years, phonology has been incorporated into language education. Young children are introduced to phonics as educators take them through visual flash cards, teaching them the sounds of the alphabet. Children learn to connect sounds into words, using what they learned from the alphabet to apply a system of sounds into a word. Controversy regarding this reading education method has additionally been popular. Although researchers have found negative effects in learning to read phonologically, teachers can still strategically incorporate it into the classroom as long as they are aware of its potential negative effects.
There are a broad number of methods available to teachers, and each situation and student may require differentiated instruction (Marsh, 2010). The Office for Standards in Education, Children’s Services and Skills (Ofsted) (2010) states that phonics is a fundamental first skill in learning to read. Correspondingly, the NTDET (2010) stresses that systematically teaching students phonics awareness is pivotal in teaching students to read. Besides phonics teaching, the NTDET stress that comprehension is a vital aspect of reading to teach students (2010). The Ofsted report goes on to highlight that learning phonics is a key first step in being able to decode print, another useful reading