Phonemic Awareness

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Phonemic Awareness

• Marg Bertram,
• Cathy Dickinson,
• Sandra Rogers-Neal

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(No Transcript)
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International ResearchThere are five key
components for the effective teaching of reading.
They are

• Phonemic awareness
• Phonics
• Fluency
• Vocabulary Development
• Comprehension strategies

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Todays session

• What is it?
• Why is it important?
• What causes problems?
• What are the assessments?
• What do I teach?
• Where in the literacy block?
• Resources and Support

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What is phonemic awareness?

• It is the ability to
• attend to, identify and manipulate the sounds in
  words
• Dr Roslyn Neilson, Sutherland Phonological
  Awareness Test Revised, 2005

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Latest Research Shows

• Phonemic awareness is
• an integral part of the reading and spelling
  process
• the best indicator of a student's risk of failure
  in learning to read
• 1/3 of students have a difficulty

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Why is phonemic awareness important?

• It primes readers for print
• It gives readers a way to approach sounding out
  and reading new words
• It helps readers understand the alphabetic
  principle

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Why do some students have difficulty?

• 26 letters in the English alphabet.
• BUT 40 phonemes (sound units)
• Sounds are represented in 250 different spellings
  ( e.g. /f/ as in ph, f, gh, ff)
• Phonemes are not inherently obvious
• and must be taught

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What causes these difficulties?

• Hearing loss- temporary and chronic
• Languages other than English
• Disadvantaged backgrounds
• Language and speech disorders
• Dyslexia

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Warning signs

• Unable to repeat unfamiliar, nonsense
  multi-syllable words
• Unable to identify rhyme
• Unable to identify words with a specific sound
• Poor articulation

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Speech Sound Development

• Children develop speech sounds in a specific
  order. Eg
• 3 years old P B M N H W
• 7 years old R TH J
• AT RISK -many errors or unintelligible

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Survival facts about Consonants

• different place in the mouth eg. fail/tail
• different manner eg. ssss for sat/
  c for cat
• use of voice box voiced/voiceless eg. p for pat/
  b for bat

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Survival facts about Vowels

• shape of mouth eg. rounded/spread lips
• short/long eg. /o/as in pot /ee/ as in sheep
• steady/gliding eg. steady /u/ hug
  gliding /oy/ as in boy
• Phonological Awareness in the classroom
• by R. Nielson,PH D (Speech-Language Pathologist)

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How do I assess it?

• SPAT-R (Sutherland Phonological Awareness Test-
  revised)
• Rosner's Test of Auditory Analysis Skills

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What is my aim?

• To get students beyond just
• letter knowledge to letter naming fluency
• Speed is important- automaticity
• Early Prep should name initial sounds
• rate of 25 35 /min
• Later prep and early Year 1
• segment words into phonemes
• rate gt 18 wpm

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When do I assess students?

• The start of Prep
• End of Prep, Grade 1 Grade 2
• Grades 4 ?.. if they demonstrate weakness

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When do I teach it?

• Explicit teaching in the first 2 years of school
• Further if necessary
• .it can take 4 times as much intervention to
  improve a childs reading skills if help is
  delayed until Grade 4, than if it is begun in the
  first year of school
• (Hall and Moats, 1999)

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Teaching it

• Assess students
• Teach in the sequence provided
• One skill at a time.
• 15 minute sessions, 3 - 4 days /week

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Teaching it (cont)

• Each skill should be developed
• through this sequence of expectation
• Recognition? matching? odd one out ? creating
• Small group practice is best
• All children will benefit

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Prep

• Explicit instruction and practice with sounds
• Rhyming- bat, cat, mat
• Alliteration- Bens big balloon burst.
• Blending sounds- aaaa-mmm am
• t-aaaa-p tap

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Grade 1

• Explicit instruction and
• practice with sounds
• Blending sounds- mmmm aaaa- nnnn
• Segmenting spoken words-
• (What are the sounds in man?)
• Substituting and manipulating phonemes (Change
  the first sound in man to /r/)
• PRACTISE PRACTISE PRACTISE

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Grade 2

• Explicit instruction and
• practice with sounds
• Blending sounds- mmmm aaaa- nnnn
• Segmenting spoken words-
• (What are the sounds in man?)
• Substituting and manipulating phonemes (Change
  the first sound in man to /r/)
• PRACTISE PRACTISE PRACTISE

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Reading
How does this fit into the 2 hour literacy block?
Rhyme- recognising matching Clapping
counting syllables Alliteration
Sounds-isolate initial, final, medial Blending to
make words Segmenting words into sounds Deleting
sounds- new words
Targeted teaching
Revise and celebrate
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Whole group

• Shared Reading using a big book, poem, rhyme,
  etc.
• -Syllables
• Rhyme
• Alliteration
• Initial, medial and final sounds
• Segmenting
• Blending
• Manipulating

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Small focused teaching group

• Small group activities
• Teacher directed
• Focused on students need
• Timely
• Sandras activities
• blank blocks, picture cards, bingo boards,
  letter blocks, etc.

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Learning centres

• Small group activities
• Students do independently
• Pre-taught activities
• Practise opportunities
• Sandras activities
• Earobics, Word Wise, blank blocks, picture cards,
  bingo boards, letter blocks, etc.

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Share Time

• Who can tell me how many syllables in skeleton?
• What part of words sounds the same if they
  rhyme?
• Tell us some of your alliterations.

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Incidental teaching

• Ask,
• How many syllables in jellybean?
• Find a word that rhymes with back.
• How many sounds in fish?
• Tell me an animal that starts with /b/
• Tell me the sounds in flop
• s-e-n-d what word?

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Good programs and resources

• Sandras list of programs and resources
• A Sound Way- Love and Reilly
• Sounds Abound-
• Chipper Chat- Super Duper Publications
• Word Wise
• Earobics- Unicom
• Phonics Alive-

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How can I learn more?

• Professional learning
• Teacher reference books
• Speech pathologist
• EMR website DEECD Literacy Online Professional
  Learning Resource

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Literacy Guarantee

• Improve literacy outcomes for Year 3 students
  below AIM
• National Reading Benchmark
• Identify
• Assess
• Plan
• Teach
• Monitor

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• www.emr.vic.edu.au
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