Escolar Documentos
Profissional Documentos
Cultura Documentos
Phonemic Awareness
Brandy Clarke
CBC 2002
The Need for Early Reading
Interventions
Poor reading ability correlates with long-
term negative outcomes.
Reading is the cornerstone of academic
success.
Students with poor reading skills in the
beginning are likely to have poor skills
in the future.
Learning in Steps
Research has demonstrated a need for
children to learn to recognize words with
speed and accuracy to read with fluency and
comprehension.
Progression of learning:
Understanding the concept of words
Alphabetic Awareness
Phonemic Awareness
Phonics
Word Recognition
Fluency
Comprehension
What is Phonemic
Awareness?
Phonemic awareness is an
understanding that speech is composed
of individual sounds.
It is part of the hierarchy of reading
skills developed in early reading.
It is not a unitary skill, but is comprised
of various components.
Five
levels of Phonemic Awareness
(Adams,1990).
1 Appreciation of sound in spoken language
(recitation of nursery rhymes).
2 Ability to compare and contrast sounds in words
by grouping words with similar or dissimilar
sounds (beginning, middle, and end of words).
3 Ability to blend and split syllables.
4 Phonemic segmentation or the ability to isolate
individual sounds in syllables.
5 Ability to manipulate phonemes by omitting and
deleting phonemes to make new words.
Why is it important?
Itis necessary in learning to read and
spell the English language because
English is alphabetic.
Sounds correlate with letters to make
words.
Research has demonstrated a strong
link between phonemic awareness and
beginning reading.
Why Phonemic Awareness
over Whole-language?
The Whole-language approach
Focuses on teaching reading by immersing
students in literature while providing minimal direct
skill instruction.
Provides students with ample opportunities to read
and write and provides guidance as needed.
Students learn to read through whole-word
recognition which creates a guessing game when
presented with new words.
Students taught with phonics instruction read
54% of new words correctly, students with
whole-language read 3%.
However, balance is necessary.
What skills are taught?
Early Reading Skills (Good III, Simmons &
Smith, 1998)
Area 1: Phonological Awareness
Awareness of correlation of sounds to words
Area 2: Alphabetic Understanding
Link between a letter and a sound
Area 3: Phonological Recoding
Use of relationship between phonemes and letters to
recognize printed words, then read and spell them
Area 4: Accuracy and Fluency with Connected
Text
Comprehending what is read
How to assess skills
Dynamic Indicators of Basic Early
Literacy Skills (DIBELS), University of
Oregon
Dynamic: continuing evaluation of skills
Indicators: representative and correlated
with important skill areas
Predictive: future reading performance
Self-correction
Important Resources
http://dibels.uoregon.edu/
Provides explanation of DIBELS research
and application
http://reading.uroegon.edu/
Big Ideas in Beginning Reading
http://www.nifl.gov
National Institute for Literacy
National Reading Panel Update
Application for CBC
It is important to understand what is needed
to promote early reading skills so that
problems can be identified and treated before
negative trajectory is established.
Assessment techniques allow for problem
areas to be targeted and monitored
throughout interventions.
Teaching techniques can be used across
settings to facilitate partnerships in learning.
Consultants can provide consultees with
further resources to provide guidance
throughout reading development.
References
Adams, M.J. (1990). Beginning to read: Thinking and learning about print.
Cambridge, MA: MIT Press.
Good III, R. H., Simmons, D. C., & Smith, S. B. (1998). Effective academic
intervention in the United States: Evaluating and enhancing the
acquistion of early reading skills. School Psychology Review. Vol 27,
No. 1, pp 45-56.
References cont.
Grossen, B. & Carnine, D. (1991). Strategies for maximizing
reading success in the regular classroom. In Stoner, G., Shinn,
M. R., & Walker, H. M. (Eds) Interventions for achievement and
behavior problems. Silver Spring, MD: NASP