Sensational Six Phonological Awareness Essay

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Florida International University *

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Linguistics

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Apr 3, 2024

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Sensational Six Phonological Awareness Essay Michelle Castillo Florida International University RED3313 Language and Literacy Developemnt Professor Wendy Fields February 12, 2024
Phonological awareness is the ability to recognize and manipulate the spoken parts of sentences and words. Phonological awareness begins developing before the beginning of formal schooling and continues through third grade and beyond. This fact is well proven: Phonological awareness is critical for learning to read any alphabetic writing system (Ehri, 2004; Rath, 2001; Troia, 2004). Examples include being able to identify words that rhyme, recognizing alliteration, segmenting a sentence into words, identifying the syllables in a word, and blending and segmenting onset-rimes. Onset-rime is the initial phonological unit of any word and the term “rime” refers to the string of letters that follow, usually a vowel and final consonants. We often refer to the final consonant sounds for consonant- vowel- consonant (CVC) words as word families such as –at, -it, -an. Syllable awareness consists of the segmenting of syllables in words and the blending of syllables together to form words. Another component of phonological awareness is segmenting a sentence into words. For example, in the sentence “The cat is sleeping,” “The cat” is the subject, and “is sleeping” is the predicate. By understanding the basic components of a sentence, kindergartners can begin to grasp the concept of sentence segmentation. The most important aspect of phonemic awareness. Phoneme awareness facilitates growth in printed word recognition. Even before a student learns to read, we can predict with a high level of accuracy whether that student will be a good reader or a poor reader by the end of third grade and beyond (Good, Simmons, and Kame’enui, 2001; Torgesen, 1998, 2004). People who can take apart words into sounds, recognize their identity, and put them together again have the foundation skill for using the alphabetic principle (Liberman, Shankweiler, & Liberman, 1989; Troia, 2004). For example, being able to identify that the word 'cat' has three sounds. Then being able to drop the beginning sound /c/ and replace it with /b/ to create a new word, bat.
Phonological awareness is essential for reading because written words correspond to spoken words. Readers must have awareness of the speech sounds that letters and letter combinations represent to move from a printed word to a spoken word, or a spoken word to a written word. Educators can use instructional activities that teach combinations of phonemes in words. Games are the best way to engage students in the process. A simple game you can do is guess the word game. The objective is students will be able to blend and identify a word that is stretched out into its component sounds. Place a small number of picture cards in front of children. Tell them you are going to say a word using “Snail Talk” a slow way of saying words. They must look at the pictures and guess the word you are saying. Especially with children in kindergarten, you want to make sure they are actively listening. Good phonological awareness starts with kids picking up on sounds, syllables and rhymes in the words they hear. Choose books that rhyme or repeat the same sound. Draw your student's attention to rhymes: “Fox, socks, box! Those words all rhyme. Do you hear how they almost sound the same?” It also helps to point out repeated sounds. Make syllables easier to understand by clapping the “beats” your child hears in words. Pause as you say each syllable and clap out each syllable together. You can also get your students up and moving by having them stomp or jump with each syllable. There are also good songs teachers use to focus on other kinds of phonological and phonemic awareness skills. “Apples and Bananas” is a fun one. Sound blending is an important skill for early readers. You can help work on this by putting together sounds of different words. Ask them to connect the beginning sound with the rest of a word. For example, say, “Start with /p/ and add /ig/. What do word do you hear if you put them together?” Including sound play in your daily routine will help students with their phonological awareness.
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