Phonemic Awareness And Alphabetic Strategies
explanatory Essay
1314 words
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. One strategy notice while reading chapter 5 title Phonemic Awareness and Alphabetic Principle in the Reading Assessment and Instruction book is the “Grab the odd one out,” this strategy is to help students develop …show more content…
In this essay, the author
- Explains that phonemic awareness, alphabetic principle, phonics, and decoding skills provide students with early skills of understanding letters and words in order to build their reading and writing skills.
- Explains how the "grab the odd one out" strategy helps students develop phonemic awareness through a hand-on activity.
- Explains the "highlighting letter strategy" for students who are learning how to write letters and cursive handwriting. the student has ot therapy to help her with her writing ability.
- Explains that the final strategy in phonemic awareness and alphabetic principle is "song, chant, and poetry." this strategy helps a student to explore and recognize how sounds combine to create words, word parts while combining written and oral language.
- Explains that in chapter 6, the strategies are focused on a student's ability of acknowledging he letters along with producing the sound of the letter.
- Explains the second strategy in the chapter, "letter name and sound mnemonics," which is a practice used in many classrooms.
- Explains the "letter name-sound fish pod game," where students will work in small groups of two to four students. the teacher will provide the students with blue paper to cover the desk in order to place the laminated fish.
The first strategy of found with the chapter is “Say it, Write it”,” this strategy is used in a grade Kindergarten and 1st grade in addition to 3rd cursive handwriting. The teacher will provide each student with a dry erase board and marker for the activity. The teacher will say the letter she wants the students to write and then demonstrate by writing the letter on their own dry erase board. The teacher will then hide the demonstration and tell the students to “write it” in 10 seconds. When the time is up, the teacher will make note of the students who was unable to write the letter. The teacher will advise the student to erase the letter and rewrite it with only 7 seconds, they will complete this practice within 5 seconds until they get to 2 seconds to which they are to show legible handwriting. As mention before, the student I am working with struggles with legible handwriting, therefore this strategy will be used a as practice for the student to build her writing
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- analytical
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- opinion
- Phonological Awarenessanalytical essayPhonological 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 this essay, the author
- Explains that phonological awareness (pa) involves a broad range of skills, including identifying and manipulating units of language, breaking words down into syllables and phonemes, and being aware of rhymes, onset and rime units.
- Explains that four phases of reading development have been established (ehri 1994, 1995, 1998, 1999) and that phonological awareness skills are seen throughout the phases.
- Explains that pre-alphabetic phase is before any alphabetic knowledge where connections are made through visual cues on how to pronounce the word and the words meaning.
- Explains that the full alphabetic stage requires phonological awareness as ehri proposed the ability to make connections between graphemes and phonemes to be
- Explains that the ability to break words into recognised units is a key feature of phonological awareness.
- Argues that a child who has passed through each phase should not only be competent and able reader, but should also be expected to be phonologically aware.
- Explains that ehri proposed five ways in which readers are able to read words: sounding out and blending words, pronouncing common spelling patterns, retrieving sight words from memory, analogizing to words already known by sight, and using context to predict words.
- Explains that 5 year old children with phonological awareness and alphabetical knowledge were better at remembering a presented set of words with feedback in compared to those who showed no signs of knowledge.
- Explains that research linking phonological awareness to reading abilities also measures naming speed. individual differences in pa did hold some information in the explanation of reading growth and reading skills over the developmental period of children.
- Explains that research has shown a positive relationship between strong pa and confident/skilled readers whereas poor readers reveal weak pa. phonological awareness could predict future reading ability in children.
- Opines that phonological awareness fails to show a causal affect in reading abilities, so we shouldn't rely wholly on the assement of pa to understand children's reading ability.
- Concludes that although pa plays an important role in early reading, it is not a sufficient condition.
- Argues that phonological awareness assessments should be flexible, altering assessments according to age and development to provide a more accurate understanding of children's reading ability.
- Explains that hogan, catts & little (2005) intended to shed some light on the usefulness of pa assessments and its implication on reading ability.
- Explains that interventions to improve phonological awareness also lead to an improvement in reading ability.
- Concludes that assessing phonological awareness plays a significant role in understanding the child's reading ability especially in early reading development.
- Explains ehri's model of phases of learning to read: a brief critique.
- Opines that there is a causal link from phonological awareness to success in learning to read.
- Explains ehri, l.c., grapheme-phoneme knowledge is essential for learning to read words in english.
- Explains that systematic phonics instruction helps students learn to read: evidence from the national reading panel's meta-analysis.
- Explains that phonemic awareness instruction helps children learn to read: evidence from the national reading panel’s meta-analysis.
- Describes engen, hoien, catts, and little, t. d. (2005). the relationship between phonological awareness and reading.
- Explains that reading and spelling skills in the first years were predicted from phonemic awareness skills. scandinavian journal of psychology, 21 (1), p159-173.
- Analyzes mcbride-chang's and manis' study of structural invariance in associations of naming speed, phonological awareness, and verbal reasoning in good and poor readers.
- Explains that segmentation, not rhyming, predicts early progress in learning to read.
- Explains scarborough's research on phonemic awareness, verbal memory, rapid naming, and iq in second graders with reading disabilities.
- Explains that phonological awareness and rapid automatic naming ability contribute to the growth of word-reading skills in second- to fifth-grade children.
1836 wordsRead More - Emerging Literacyexplanatory essayEmerging readers need to have understanding of the literacy elements. These readers need to have knowledge of what letters are and that letters make sounds. They also need to have knowledge that letter sounds form words in order to be a developing early reader. Children should and need to having phonemic and phonological awareness to become excellent readers. Phonological awareness consists of skills that typically develop gradually and sequentially through the late preschool period (What is Phonological Awareness?, 2013). They are developed with direct training and exposure. It is the teacher’s job as well as the parent’s job to help and aid in forming this awareness. This essay will explain what emerging literacy is, the
In this essay, the author
- Explains emerging literacy and the critical elements which influence a child's early reading and writing skill.
- Explains that emerging literacy involves the development of language and concepts, especially as they begin to be linked together. research and theoretical development have altered how society views young children’s movement into literacy.
- Explains that children who have been introduced to storybook and complex oral language often learn to read and write much quicker.
- Explains that the most important job of the elementary school is to teach children how to read and write.
- Explains that early emerging literacy learners need to have understanding of literacy elements to succeed in reading and writing. understanding sound, words, rhyme, and syllables predicts a child's future reading success when he or she leaves kindergarten.
761 wordsRead More - Phonemic Awarenessexplanatory essayAccording to Bursuck & Damer (2011) phonemes are “the smallest individual sounds in words spoken.” Phonemic awareness is the “ability to hear the phonemes and manipulate the sounds” (p. 41). Phonemic awareness is essential because without the ability students are not able to manipulate the sounds. According to the National Institute for Literacy (2007), “students with poor phonics skills prevent themselves from reading grade-level text and are unable to build their vocabulary” (p.5) Agreeing with the importance of phonemic awareness, Shapiro and Solity attempted to use whole class instruction to improve students’ phonological awareness. The intervention showed that whole class instruction assisted not only the students with poor phonemic awareness, but also on-level developing readers.
In this essay, the author
- States that phonemes are the smallest individual sounds in words spoken. phonemic awareness is essential because without the ability students are not able to manipulate the sounds. shapiro and solity attempted to use whole class instruction to improve students’ phonological awareness.
- States that the institute of literacy, bursuck & damer, shapiro and solity agree that teaching phonemic awareness in a whole group setting is beneficial.
- Explains the importance of teacher modeling to aid in student success. the institute of literacy and the textbook, describe it as "modeling the skill or strategy with content-area words and within the context of the subject matter students are currently learning."
- Explains that phonemic awareness intervention was tested in a school district with poor economic situations where some students struggle with learning. whole group instruction assists students with disabilities because students receive the whole group and in addition receive extra support to increase understanding.
- Explains that shapiro and solity (2008) created an intervention that focused on a few skills and vocabulary limiting the memorization and skills needed for students with special needs.
- Explains that phonemic awareness is important to the success of students reading abilities in elementary grade levels. in their future class, they will work on blending, segmenting, and vocabulary/sight words.
- Explains how they teach and use the method say-spell-say for vocaubluary or sightwords for vocabulary instruction.
- Opines that the institute of literacy, the intervention and bursuck & damer increased their knowledge of phonemic awareness.
927 wordsRead More - Phonemic Awareness Essayexplanatory essayPhonemic Awareness is the building block of reading that deals with a person being able to recognize, hear, and manipulate sounds in spoken words. This is very important as children will need this in order to be able to read and spell and it should be taught to children in their early grades. According to the textbook, “children become phonemically aware by identifying sounds in words, categorizing sounds in words, substituting sounds to make new words, blending sounds to form words and segmenting a word into sounds” (Tompkins, 2014). Something else children should work to learn in this grade is sight words as they will see them in their reading material.
In this essay, the author
- Explains that reading is an important element of a person's life that is used daily for many things. it is necessary to help students learn how to read.
- Explains that phonemic awareness is the building block of reading that deals with a person being able to recognize, hear, and manipulate sounds in spoken words.
- Explains how they would teach 1st graders about phonemic awareness by introducing them to rhyming words. they would read rhymed books and write letters on chalkboards to help them blend sounds.
- Explains that a longitudinal study was conducted on children to see if phonemic awareness contributes to text reading fluency by measuring eye movements during picture matching task during silent sentence reading.
- Explains that phonics deals with the sound and letter relationships in regards to reading and spelling.
- Explains that comprehension is simply a person understanding what they read and suggests strategies to help students improve in this area.
- Explains that fluency is one of the building blocks of learning how to read and it consists of how accurately and quickly a person can read.
- Explains that vocabulary is another building block associated with learning how to read. they recommend using oral, written, and hands-on activities to help students learn the meaning of words.
1811 wordsRead More - Elements Of A Comprehensive Literacy Approachexplanatory essayThe 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
In this essay, the author
- Explains that a comprehensive approach to literacy instruction is when reading, writing, comprehension, and good children’s literature are integrated. comprehensive literacy approaches incorporate meaning based skills for children by providing them with the environment needed for literacy experiences.
- Explains that phonics, vocabulary, and fluency can improve a child's comprehension. blended instruction gives children direct instruction and allows them to practice their literacy skills and language.
- Explains that the reading workshop consists of four different elements when it comes to children reading. the first element is called mini-lesson.
- Explains that an on-going assessment is when teachers collect artifacts that will demonstrate a child's knowledge and learning. on-demand assessments are more like an annual physical checkup.
- Explains that progress monitoring assessments are frequent, timely measures used to monitor a student’s reading performance, and on-going assessments such as letter-naming fluency and phonological awareness literacy screening can be used in comprehensive literacy instruction.
- Describes some accommodations that could be made for students with special needs.
- Describes the key components of a literacy assessment, presented at the national reading first conference.
1523 wordsRead More - Phonicscomparative essayPhonics The traditional theory of phonics was established in the early nineteenth century. Up until the early nineties, phonics was the only way that a child was taught to read in a classroom setting. Phonics can be defined as the “association of letters or combinations of letters with their appropriate speech sounds. Phonics also includes the understanding of the principals that govern the use of letters in words” (Cooley, 2003). By using the phonics method the student is able to sound out a word that is unfamiliar to them when they are reading.
In this essay, the author
- Explains the traditional theory of phonics, which was established in the early nineteenth century.
- Explains that in a synthetic approach, the student learns the sounds of each individual letter and/or combination of letters before they learn how to read. in an analytic approach the child develops vocabulary of words that he or she knows by sight.
- Explains the whole language approach adopted by the state of california in 1987. it focuses less on rules and repetition than phonics.
- Compares whole language classrooms with phonics, stating that children have more independence in choosing their own reading material.
- Opines that traditional phonics or the modern whole language approach is better in the classroom. the type of child a teacher has in their classroom also depends on which method would be easier for the children to grasp.
- Explains that california's whole language approach was an utter failure, and the governor has set up a new one hundred million dollar program to switch all textbooks and teacher training back to phonetics.
- Concludes that phonics and whole language are not perfect, but both have flaws in them that need to be fixed. the best way to teach children to read is probably by using both methods.
- Cites scherer, m., making connections, educational leadership, vol. 56, page 7.
- Explains that both phonics and whole language have disadvantages. phonics-based reading programs build better pronunciation and word recognition for the students.
- Explains the definition of phonics and the way it is used to teach reading.
- Explains how america needs to incorporate both phonics and whole language into the school systems.
- Explains that phonics and whole language can work together.
- Cites anderson, j., halford, and holford. educational leadership, volume 55, page 5.
2096 wordsRead More - Adult Learning Difficultiesopinion essayAs indicated by Ziegler and Goswami (2005), reading is the process of understanding and making sense of speech or written down thoughts. The initial goal of reading is to gain access to the meaning of sentences. To achieve reading student must learn the letters used by their society for representing speech or thoughts as series of visual symbols and they also found that the critical characteristic to develop reading depends on phonological consciousness. Ziegler and Goswami (2005) focused on the psycholinguistic grain size theory, reading acquisition and...
In this essay, the author
- Explains that lexical organization and processing strategies of skilled reading are affected by developmental constraints in different writing systems. cooper and odegard (2011) suggested that older adults experience a selective memory deficit.
- Argues that the key to improving school system is to fill the gap between students who are able to read fluently and those who struggle.
- Explains that students with learning disabilities need a supportive tutor to recognize their strength and make them feel more confident about their abilities.
- Argues that 10% to 50% of students who participate in abe programs have either identified or unidentified learning difficulties.
- Explains gregg's suggestion that individuals with learning difficulties (dyslexia) report that the ability to read aloud helps them understand, engage and attend to the reading.
- Explains that cooper, c. m., and odegard, t. n. (2011). attention and the acquisition of new knowledge.
- Explains that coyne, kame’enui, and simmons, d. c. (2001). prevention and intervention in hiv/aids.
- Explains busby, d. e., & burton, a. c. the effect of age on the elasticity of the major brain
- Opines that johnson, e. s., humphrey, m, mellard, d. f, woods, k, and swanson, h. l.
- Describes macarthur, konold, glutting, t. r., alamprese, j.
- Opines that macarthur, c. a, konold, glutting, t. r., alamprese, j. j, and judith, a.
- Compares adult literacy learners with and without mellard, d. f., and patterson, m. b.
- Explains o'connor, r. e., swanson, h. l. and geraghty, c. (2010). improvement in reading rate under summary.
- Explains wang, algozzine, ma, w., and porfeli, e. (2011). oral reading rates of second-grade.
- Explains that the u.s. department of education's adult basic education program helps and serves more than 2 million adults annually. scaffolding theory provides support to students with learning challenges.
- Opines that there is much to improve in regards to specific learning disabilities (sld). johnson, humphrey, mellard, woods, swanson and lee (2010) found large effect sizes in cognitive processing.
- Explains adkins, sample, and birman, d. mental health and the adult esl refugee. eric digest.
2106 wordsRead More - Dyslexiaexplanatory essayReading involves rapid association of symbols (letters and letter combinations) with the 44 phonemes ( the smallest unit of discernible sound) of the English language, which must in turn be assembled into...
In this essay, the author
- Explains that they had a mild case of dyslexia and spelled the word "dsylexia" correctly.
- Explains that dyslexia was first described in 1896 by pringle morgan of sussex, england. the disorder exposes the curious problem of intelligent, motivated people unable to learn basic reading skills.
- Explains that reading involves rapid association of symbols (letters and letter combinations) with the 44 phonemes (smallest unit of discernible sound) of the english language, which must be assembled into a meaningful whole.
- Explains that there are differences in opinion about what dyslexia actually is. one advocate web site describes it as "a gift" whose symptoms arise from a unique ability to "think in pictures."
- Explains that dyslexia is caused by malfunctioning portions of the brain responsible for language and visual processing at their most basic levels.
- Explains that functional magnetic resonance imaging (fmri) allows the monitoring of metabolic activity of specific areas of the brain while it is actually working. normal individuals were asked to do a variety of reading, writing, and language processing tasks while being monitored.
- Explains that fmri studies revealed an unexpected and long discounted theory that dyslexia was caused by a malfunctioning region in the brain.
- Explains that dyslexia runs in families and tends to be more prevalent in males, but no simple inheritance scheme has been discovered.
- Explains that no success has been reported with medicinal approaches to dyslexia, except for the extravagant claims of the sellers of "a combination of inner-ear-improving medications and vitamin-type substances." however, many groups report success with education oriented therapies.
- Argues that a clear system of diagnosis must be developed to properly help dyslexics. the "wait and see if they fail" system is detrimental to students' progress and self-esteem.
- Emphasizes the importance of educating those diagnosed with dyslexia to alleviate symptoms and provide techniques for working with and around it. dyslexics who learn to overcome their handicaps can easily live productive and normal lives.
- Describes the internet sources for dyslexia online, ldonline.org, and learning disabilities online.
- Cites the scientific american dyslexia article and the merck manual.
1411 wordsRead More - Phonics Vs Whole Languageopinion essayPhonics Vs Whole Language There is a battle going on elementary schools across the Globe. This battle is not a malicious battle fought with armies and weapons of mass destruction, but rather a tactical battle where the two opponents are known to us by the simple phrases, phonics and whole language. These two opponents use very different styles, but those who use a certain style swear by it almost religiously. Seriously, though, one might be asking the question which is the best method for teachings young students how to read? Honestly, there is not a simple answer; education specialists have been arguing over the issue of phonics vs whole language for years and a definite answer still has yet to be determined.
In this essay, the author
- Explains that phonics is a great way to learn the basics of reading, but it is not sufficient for reading instruction.
- Explains that whole language instruction is child-centered, rather than teacher-dominated, because the objective is for the student to learn how to read through talking and doing instead of passive listening.
- Opines that whole language gives students a sense of freedom by allowing them to pick children's books that they want to read.
- Argues that whole language is limited to certain age and ability levels.
- Opines that students in kindergarten and first grade should use the phonics strategy to get a feel for letters and sounds, while in second grade teachers should implement whole language strategies.
- Opines that the battle of phonics vs whole language seems to be never ending. both methods are effective in teaching literacy to students.
- Explains that phonics is a sequential process where students learn linguistic components and rearranging them to form words.
1859 wordsRead More - The Impact of Phonological Awareness on the Reading Development of Deaf and Hard of Hearing Studentsexplanatory essayThe relationship between phonological awareness and reading development of D/HH children was discovered in the early 1970s (Nielsen & Stahlman, 2002). Research found that D/HH children who read better often have phonological awareness skills. Moreover, some research asserts that D/HH students will not be able to read if they do not have phonological awareness (Nielsen & Stahlman, 2003). Some studies explicitly indicate that the D/HH students' low reading achievements refer to the lack of phonological awareness skills. Adams, as reported by Nielsen and Stahlman (2002), emphasize in his book Beginning to read: Thinking and learning about print, that phonological awareness is necessary for deaf children to understand words and text that they read. In addition, Paul (1998) points out the importance of the use of phonological awareness in short term memory to develop the comprehension skills of D/HH children. Furthermore, many studies assert that phonological awareness plays a significant role in developing the abilities of D/HH children to unlock unknown words. Narr (2006), indicates that phonological awareness, in specific phonemic skills, assist D/HH children to improve their skills and abilities of sound identification, sound blending, and sound manipulation. Deaf and hard of hearing children who lack phonological awareness struggle reading because reading requires children to be able to map sound to the letters that they read (Nielsen and Stahlman, 2002). Even though some deaf children can use their visual memory of words to read, they still need to improve their phonological awareness to develop their reading proficiency (Miller and Clark, 2011). In general, phonological awareness skills are important, but it cannot...
In this essay, the author
- Explains the relationship between phonological awareness and reading development of d/hh children.
- Explains that phonological awareness includes three processes related to reading development, such as word, syllable, phoneme, and rhymes.
- Analyzes how paul (2011) discusses whether readers can connect orthography processing directly without using phonological processing.
- Explains that deaf and hard-of-hearing students need more instruction that assists them to build phonological awareness skills. visual phonics and cued speech methods are considered the most common techniques used for d/hh students.
- Explains visual phonics is an instructional tool that can be used by teachers to assist children who have hearing loss or reading difficulty to improve their print awareness, alphabet knowledge, and sound-letter correspondence.
- Explains how trezek et al. (2007) examined the effectiveness of using visual phonics and direct instruction reading programs simultaneously with students with hearing loss.
- Explains adams, m., beginning to read: thinking and learning about print. cambridge, ma: mit press.
- Cites ehri, l., kamil, mosenthal, and d. pearson's handbook of reading research.
- States nielsen, d. c., and luetke-stahlman, b. phonological awareness: one key to the reading proficiency of deaf children.
- Describes paul's book, literacy and deafness: the development of reading, writing, and literate thought.
- Explains that dr. r. orin cornett at gallaudet university believed that speaking the language was a great foundation for students to improve their abilities in literacy and to communicate with hearing people.
- Explains that phonological awareness is not necessary to become a skilled deaf reader. the department of education and children's services of south australia (2011).
- Explains paul, p., and jackson, d. toward a psychology of deafness: theoretical and empirical perspectives.
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