Phonemic Awareness Article Response-1
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Masinde Muliro University of Science and Technology *
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Communications
Date
Nov 24, 2024
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docx
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Uploaded by nobertbulinda
RED 6657
University of North Florida
Professor Jennie Jones
Summer 2022
Response to Reading
“Phonemic Awareness Helps Beginning Readers Break the Code”
1.
In the space below, write one paragraph that answers the question posed by the authors in
the article, “Why is phonemic awareness important?”
Kids in the early stages of language development sometimes have difficulty sequencing sounds. It is important for the progression of reading that kids are able to hear patterns and sounds used to make up words. It requires kids to notice how letters represent sounds. Phonemic awareness skill enables children to use letter-sound correspondences to read and spell words. Children lacking phonemic awareness skills don’t comprehend what letters represent. For instance, if they were asked to name the first letter in the word ‘’duck’’, they would likely say ‘’quack quack.’’ Furthermore, phonemic awareness skill enables children to utilize letter-sound correspondences to spell and read words. It is also proven that phonemic awareness training has a positive impact on the development of kid’s word recognition and spelling abilities. 2.
Describe two ways, described by the authors, that teachers can assess phonemic awareness.
Based on the text, educators can use several informal assessment activities to determine whether kids have developed enough phonemic awareness. First, the article posits that simple tasks requiring a kid to recognize whether pairs of words rhyme enable an educator to assess phonemic awareness at a rudimentary level. The authors document that, a teacher needs to prepare a list of about 20 pairs of common words. He/she then needs to explain to the child that rhymes are words that sound the same at the end, and show with examples how some words rhyme and others do not. Then pronounce each pair of words, asking the child if they rhyme. Secondly, the authors document that blending speech sounds into words is an easy task that requires a slightly higher level of phonemic awareness. A simple game offers a highly reliable measure of blending skill
3.
In the chart below, describe each of the phonemic awareness activities explained in the article.
Using Literature
Educators can assist kids develop phonemic awareness by exposing kids to literature which plays with the sounds in language, they can
provide extensive writing experiences, and they can provide explicit instruction in sound segmentation and in representing heard in words. According to the authors, text can deal playfully with sounds of language via rhyme and through manipulation of phonemes.
Don’t Forget the Bacon! game
This activity plays with language via the manipulation of phonemes. In this activity a kid is sent to the store with a shopping list which encompasses ‘’six farm eggs, a pound of pears, and a cake of tea. As the child walks to town, they rehearse the list, but inadvertently switches phonemes in some words, changing the shopping list. Having
a kid role play the child in the story enables them to explore how the sounds in words can be switched.
Writing
According to the authors, research by Clay (1985) reveals that children practice many of the skills of reading in another form when they write. However, the writing must not just be copying letters or words from a chart or chalkboard. It must be going from thoughts to saying words to writing them.
When children write they have to face head-on the problem of mapping spoken language onto written language. Serendipitous to this
can be an understanding of the structure of spoken language, because the more children write, the better they become at segmenting sounds in words.
Elkonin Boxes
This technique according to the article, is a procedure prescribed by Clay (1985) as a reading recovery strategy to aid kids think about the order of sounds in spoken words. The educator prepares a card with a picture of a simple word. Below the picture is a matrix that contains a box for each phoneme in the word. The teacher slowly articulates the word while pushing counters into the boxes, sound by sound. The child is encouraged to join in the process, perhaps by articulating the word while the teacher moves the counters and later by moving the counters herself. Gradually the responsibility is transferred to the child.
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