Introduction
Reading may possibly be one of the most essential necessary skills academic success. Therefore, finding operational ways to teach reading is vital for educating people of all ages and demographics. Nevertheless, since reading weighs so heavily on education and core knowledge, there is great responsibility among educators of elementary school students to produce a concrete foundation of the basic fundamentals of reading, and teach students how to read properly. Reading instruction is a very complex process that requires a multi-dimensional approach. Effective teachers understand that reading instruction is not one-size-fits-all. Effective teachers understand that each student is a unique individual, and that each student learns
…show more content…
First grade students learning phonemes will be immersed in a print-rich environment to develop oral language skills. This will later translate to developing phonetic skills, vocabulary, comprehension, and an awareness of print materials as sources of information and enjoyment.
Successful teachers create lessons that foster the student ability to orally identify, produce, and manipulate various units of speech sounds within words. One way that this can be done is to use activity that teach students to create rhyming words. Not only does this allow students to enjoy being creative, it also allows students to establish mental connections between sounds and words that share the same consonance, vowels, and make the same sound.
This lesson can be an non-formal pre-assessment before teaching students to count phonemes (sounds) in one-syllable words. When students understand the concept behind rhyming words, they then associate that words that rhyme may have the same amount of syllables. After a student has demonstrated the ability to identify, create and associate on syllable words, a teacher can begin to teach multi-syllable words using the same
…show more content…
Practical educators understand that they key in this phase of reading, comes from teaching students to recognize that individual letters and certain letters together create specific repeated sounds. Successful teachers must aide students in having a well-founded understanding of phonemes in order to form letter-sound correspondences and recognize spelling patterns. When teachers assist students in doing so, it leads to helping the students learn how to apply this knowledge in their reading. As mentioned above, a starting point in phonics instruction comes from assessing the prior knowledge of the student. This allows teachers to create lessons and plans that offer diversity and give students a fair chance to understand
Accordingly, phonological awareness can be developed before reading mastery to facilitate the subsequent attainment of reading skills. Effective phonemic awareness instruction educates participants to identify, think about, and manipulate sounds in spoken language. Phoneme segmentation and Phoneme blending are two essential elements of this instruction. Different researchers have conducted numerous studies on the effectiveness of this technique. The studies show that children who utilize this technique are able to hear sounds in words, divide words and show an understanding of letter-sound correspondence. Elkonin Boxes" are easy to create by simply drawing squares on a flat surface or a piece of paper. The use of the templates with manipulative to represent each sound makes the task both multisensory and concrete. Words with consonant-vowel-consonant patterns can be stretched out to make it easier for the beginner. However, the technique equally works well with more advanced readers. This segment discusses three primary types of research conducted to determine the effectiveness of this technique in
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
...dren developing early reading. As the guidance which comes with the Primary National Strategy framework states, schools “put in place a systematic, discrete programme as the key means for teaching high-quality phonic work” (DfES & PNS, 2006, p. 7). By teaching children to decode it helps them to develop their early reading and sets them up with skills to tackle almost any unknown word. There are many programmes which school choose to follow such as the government provided ‘Letters and Sounds’ or other schemes such as ‘Jolly Phonics’ or ‘Read Write Inc.’. Though there are many different companies’ schools can choose to follow the breakdown of how phonics should be taught is the same in all: phonics should prepare children to be able to decode any word they come across and teach itself in a multisensory way, one that interests the children and helps them to learn.
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.
The current controversy involving phonics instruction appears to center on two questions: “How much knowledge of letter-sound connection is necessary for the development of conventional reading and writing?” and “Can sufficient phonological knowledge be acquired by children through informal, indirect instruction,
The FLaRE (Florida Literacy and Reading Excellence) Center has published a professional paper entitled “Phonemic Awareness” of which I will be presenting a critical review. Phonemic awareness is one of the five essential components of reading identified by the National reading Panel (Learning Point Associates, 2004). Phonemic awareness can be defined as a person’s understanding that each word we speak is comprised of individual sounds called phonemes and that these sounds can be blended to form different words (Learning Point Associates, 2004). The article was intended to give a synopsis of phonemic awareness and the vital role it plays in a literacy program. I found the article to be very clear and concise presenting valuable tactics that can be applied in the classroom.
This book teaches children to become "word solvers": readers who can take words apart while reading for meaning, and writers who can construct words while writing to communicate. In the book there is a word study that includes systematically planned and applied experiences focusing on the elements of letters and words; writing, including how children use phoneme-grapheme relationships, word patterns, and principles to develop spelling ability; reading, including teaching children how to solve words with the use of phonics and visual-analysis skills as they read for meaning. This is a great book that includes practical information on how to engage in interactive writing and shared reading, how to use a word wall and word sorting, and how to use effective assessment
Tankersley broke down the mechanics of phonemic awareness and discussed numerous relevant aspects of phonemic awareness which I can alter and implement within my classroom. For example, Tankersley discussed patterns in reading and teaching students that print carries meaning. I could implement this within my classroom by having books in my classroom library that have patterns or rhyme. I can also have books on tape and allow my students to listen to the book being read while following along with their finger in the book. This will allow students to learn that print carries meaning and assist in early reading. Tankersley also talked about reading at home and how students are influenced by their parents. Although this was directed towards students at the elementary level, this also applies to students at the high school level. If I have students who are working on reading, I will ask parents to engage with their students and read at home. I could also implement a library buddies program where I would pair my students with general education students and have them read together in the library once a week or more. The chapter also lists several letter identification and letter-sound identification skills which I can use within my classroom after making modifications. The activities presented were different from other activities I have read about and I believe they would be a great
In order for students to see themselves as reader, the students will work with various aspects of reading instruction. These four informative formats, word recognition, directions cards, picture/phrase cards, and story book, students are exposed to a specific set of words in a errorless situation in order to develop the phonemic awareness skills needed to become a successful
During my observation in Mrs. Herd’s class I taught a phonemic lesson to the students. The phonemic lesson I chose for Mrs. Herd’s class was rhyming. During this lesson I taught the students how to identify rhyming words and how to rhyme with the ending sound /at/. The students will benefit from this lesson by gaining the ability to recognize and generate rhyming words. The strategy I used for this lesson is called “The Hungry Thing”. In this strategy the teacher reads a book to the students called The Hungry Thing by Jan Slepian and Ann Seidler.
The target group for this exercise will comprise children between ages 5-7 years. The purpose of the instruction technique will be to give insights that words are composed of smaller units. This will allow the target group to grasp as phonemes are very conceptual units of language. Most children are accustomed to thinking of words not in terms of their linguistic characteristics but in terms of their meanings. Additionally, children face difficulty in producing a phoneme in isolation. While phonemes are not discrete units, the feature of a phoneme affect those that come before it as well as those that follow it in a word. Children will be required to recognize rhymes and rhyme words. They will also be required to blend phonemes and split syllable as intermediate-level tasks. The most challenging phonemic awareness tasks will involve completely segmenting the phonemes and manipulating them to form different words. Overall, the technique will aim at enabling children
Explicit instruction calls for the teacher to gain student's attention, present new material, reinforce correct response, provide feedback to students on their progress and increase the amount of time that students spend actively engaged in learning course content. Its objective is to develop skills and help students to master a body of knowledge .Some children following explicit rhyming instruction are able to generate and identify rhyming words. By age 4, children demonstrate awareness of rhyme and alliteration without too much difficulty. At age 5, even before learning to read, children can adequately perform rhyming oddity tasks- wherein they must choose the non-rhyming word out from a group of four spoken words .Rhyming skills are measured
The five key elements are one, Phonemic Awareness. This is when a teacher helps children to learn how to manipulate sounds in our language and this helps children to learn how to read. Phonemic Awareness can help to improve a student’s reading, and spelling. With this type of training the effects on a child’s reading will last long after training is over. The second key is Phonics. Phonics has many positive benefits for children in elementary schools from kindergarten up to the sixth grade level. Phonics helps children who struggle with learning how to read by teaching them how to spell, comprehend what they are reading, and by showing them how to decode words. The third key is Vocabulary. Vocabulary is important when children are learning how to comprehend what they are reading. Showing children, the same vocabulary words by using repetition will help them to remember the words. The fourth key is comprehension. Comprehension is when a child’s understanding of comprehension is improved when teachers use different techniques such as generating questions, answering questions, and summarizing what they are
These skills are an important core separating normal and disabled readers. According to Hill (2006, p.134), phonemic awareness is a skill that focus’ on the small units of sound that affect meaning in words. For example, the following phoneme has three syllables, /c/, /a/ and /n/. These letters make three different small units of sound that can impact the meaning of words. Seely Flint, Kitson and Lowe (2014, p. 191), note that even the Australian Curriculum recognises the importance of phonemic awareness in the Foundation year, due to the ‘sound and knowledge’ sub-strand. This sub strand recognises syllables, rhymes and sound (phonemes) in spoken language. Rich discussions about topics of interest to children as well as putting attention to the sounds of language can help encourage phonemic awareness as well as improve students vocabulary and comprehension development. It is important to make awareness of phonemes engaging and interesting in preschool and in the early years so children can learn these skills early and become successful
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.