Phonemic Awareness
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Phonemic Awareness Kyra James
Grand Canyon University REA-365
March 10,2024
Phonemic Awareness
The sounds heard in spoken language must first be understood by students before they can learn to read print. Phonemic Awareness is the ability to recognize sounds. Children are ready to associate printed words with sounds(or phonemes) once they hear them and can manipulate them. According to Partnership “ children can show they have phonemic awareness by isolating the different sounds in a given word, identifying words with the same beginning or ending sound, or showing they can blend sounds to make a words” (Partnership, n.d.). Using phoneme deletion and additions, they can also demonstrate phonemic awareness. When teaching children it starts in kindergarten or early 1
st
grade, by starting with phonic sounds and letters symbols together. “ Our brain are hardwired to understand the sound of speech, but not to decode that language in print” (Reading Rockets, n.d). Teaching phonemic awareness, students must isolate phonemes, identify phonemes, categorize phonemes, blend phonemes, segment phonemes, delete, add, and substitute phonemes. There are many ways to teach this, along with many games and activities to support these skills. Phoneme Isolation: Phoneme isolation is when a student develops ability to hear the sound in a word insolation. According to Wisconsin DPI “ this can be used with segmentation”. A great example of this is when the teacher says “ what is first sound in the word “cat”?” Students respond with, “ the first sound in the word “cat” is /C/.” Then the teacher could take it one step further by asking students to think of another word that starts with the letter /C/ sound. Phoneme Identity: When you are hearing a sound a group of words have in common and correctly identify that sound it is called phoneme identity. When the child has mastered or gets older then will help with
spelling and decoding words. Example would be the teacher says “ What sound is the in the three words cake, cat, and cap?” Student’s should respond with they all start with the letter /c/”. Phoneme Categorization: Categorization is when students process the sounds they hear in words and put them into categories. This can be a game of which sound does not belong. Example would be teacher “ what word is different: mom, matt, mop, bunny?” students should respond with, “ bunny is different because it starts with the /b/ sound instead of the /m/ sound.” Phoneme Blending: When you make sounds and make connections into words students are able to read entire words this is call blending phoneme. After students have mastered that the next step is decoding. Example would be teacher “ what word do you hear when I say /S/ /T/ /O/ /P/?” students would then respond with repeating the sounds and saying /S/ /T/ /O/ /P/ is stop”. Phoneme Segmentation Segmentation is similar to isolation, students segmenting words into sounds to make the connection between letters sounds. Segmentation is when a word allows the student to hear the sounds in a word. Example would be teacher says “How many sounds I the word “Mom”?” When you figure out the answer jump for as many number as you think. Students would respond with three jumps and saying “ /m/ /o/ /m/.” The teacher would have the whole class jump three times counting out each sound.
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References
Partnership for Reading. (n.d.). Phonemic Awareness: An Introduction. Reading Rockets. https://www.readingrockets.org/article/phonemic-awareness-introduction Reading Rockets. (n.d.). Reading 101: A Guide to Teaching Reading and Writing. Reading Rockets. https://www.readingrockets.org/teaching/reading101- course/modules/phonological-and-
phonemic-awareness/in-depth Wisconsin Department of Public Instruction. (n.d). Phoneme Isolation. https://dpi.wi.gov/sites/default/files/imce/ela/bank/RF_PA_Isolation.pdf
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