Phonological Awareness Interventions and their Effects on

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Phonological Awareness Interventionsand their
Effects on At-RiskReaders

• Aline D. Bannon
• Henry Barnard School
• Enfield, CT

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One of the primary causes of
reading problems is a lack of phonological
awareness.
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Phonological Awarenessvs.Phonemic
Awareness andPhonics
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• Phonemic Awareness
• The ability to manipulate individual sounds
  (phonemes) within words.

• Phonics
• An instructional approach used to help students
  make sense of connections between letters and
  sounds.

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Phonological Awareness

• The conscious sensitivity to the sound structure
  of language
• The ability to detect, match, blend, segment, and
  manipulate speech sounds
• An awareness of syllables and rhyming words

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Research has indicated that phonological
awareness

• is directly related to reading ability
• precedes skilled decoding
• is a reliable predictor of later reading ability
• is associated with deficits in reading
• is effected by early language experiences play
• is effected by early intervention
• improvements result in improvements in reading
  ability.

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Phonological Awareness Instruction should

• be intense and explicit
• last 15-30 minutes a day
• be done one-on-one or in small groups
• focus on one or two skills at a time
• incorporate the use of letter instruction, as
  well as oral language skills.

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Phonological Awareness Skills

• Phonemic isolation
• Phonemic identity
• Phonemic categorization
• Phonemic blending
• Phonemic segmentation
• Phonemic deletion
• Manipulation of onsets and rimes

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Six curriculum design principles

• Big ideas
• Mediated scaffolding
• Strategic integration
• Conspicuous strategies
• Primed background knowledge
• Judicious review

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Phonological Awareness Intervention Programs

• Sound Partners
• Sound Foundations
• Peer-Assisted Learning Strategy (PALS)
• ABDs of Reading
• Phonological Awareness Training in Reading
• Word Analogy Training

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Implications for Practice

• Interventions can be done in classrooms.
• Training should be given to teachers, volunteers,
  or paraprofessionals.
• Phonological awareness interventions need to
  start early.
• Make interventions a part of daily instruction.