Chapter 3: Phonological and Phonemic Awareness

Question 1

Describe assessment devices to assess phonological awareness, including phonemic awareness, and explain how to analyze, interpret, and use the results of those assessments.

Answer 1

The assessment of phonemic awareness begins with a test of phonemic segmentation, such as the Yopp-Singer Test. If the child does well on such a test, she or he is phonemically aware; if norm, you must then assess the child’s ability to perform the other phonemic awareness tasks: sound identity, sound blending, sound substitution, and sound deletion.

Analyze, Interpret and Use Results

1. Based on standards
2. Create individual profiles
3. Provide intervention and grouping when necessary

Question 2

4.4 Differentiation for Struggling readers and English Learners for phonological awareness and phonemic awareness

Answer 2

Struggling Readers: focus on key skills of blending and segmenting
English Learners: teach phonemes that do not exist in their first language

Question 3

Describe strategies to teach phonological awareness(5), including phonemic awareness (6).

Answer 3

Be able to write a description of lessons that develop sound isolation, sound blending and sound segmentation.

Phonological Awareness:
1. Word Awareness - lessons should include 2-3 word sentences with one syllable. Example having task cards builds Tom runs. Read as a whole, then each word separately. Then builds Tom runs fast. Or say a sentence and count amount of words

2. Syllable awareness - clap hands as they say 2-3 syllable words. Slowly and distinctly.
3. Word Blending - make compound words. Picture of cow and picture of boy, put together cowboy and show picture of cowboy
4. Syllable blending - what do you get if you put sis and tear together?
5. Onset and Rime Blending - /b/ and -and and what do you get?

Phonemic Awareness:
1. Sound Isolation - say a word and student says beg, medial or ending sound. Start with beginning and then move to end then medial

2. Sound Identity - sets of words that all share the beginning, middle, and ending sounds. Ex: lake, light and low what same sound do they share?
3. Sound Blending - which word am i thinking of? The sounds are /b/ /a/ /t/.
4. Sound Substitution - “cat, cat, cat. Let’s substitute the /b/ sound for the /c/ sound. What do we get?”
5. Sound Deletion - works best with consonant blends. For the word Frog take away the f and what do you get?
6. Sound Segmentation - most difficult. I’m going to say a word and then slowly say the sounds in the word. If they are having difficulty, ask how many sounds do you hear?

Question 4

4.1 Define Phonological awareness versus phonemic awareness

Answer 4

Phonological Awareness - knowledge that oral English is composed of smaller units. Have phonological awareness when they can identify and manipulate sounds in different levels of language (1) individual sounds and (2) larger units of language such as syllables

Phonemic Awareness - subcategory of phonological awareness ability to distinguish the separate sounds in a spoken word

Question 5

4.3 Assessment for phonological awareness

Answer 5

Start with test of phonemic segmentation; if failed, test other tasks

Question 6

State the relationship between phonemic awareness and the development of phonics knowledge and skills.

Answer 6

For a young child, phonemic awareness is necessary to understand the sound-symbol relationships of English, which will be taught through phonics instruction.

Development of phonemic awareness is a prerequisite for teaching phonics. Phonemic awareness lessons and phonics lessons normally happen at the same time that teach the alphabetic principle and specific letter-sound correspondence. Example “add /b/ and -and what do we get? Bank. What if we blend ‘th’ and -and. And cr and -ank. Then display the written cards and put them together. B makes the /b/ sound. And ank makes -ank.

Question 7

4.1 Phonemic Awareness vs phonics

Answer 7

Phonemic awareness is a subcategory of phonological awareness, and is the ability to distinguish the separate sounds in a spoken words.

Phonics is knowledge of letter-sound correspondences; example ph makes /f/

Question 8

Define key words and phrases related to phonological awareness, phonemic awareness, and phonics, and state the role of phonological and phonemic awareness in reading development.

Answer 8

Phonological Awareness-knowledge that oral English is composed of smaller unit. A child who has phonological awareness can identify and manipulate 1. Individual sounds and 2. Sounds in larger units of language such as words and syllables

Phonemic awareness - subcategory of phonological awareness. SOUNDS. Identify rhyming words, identify amount of sounds, K and 1st,

Phonics - knowledge of letter-sound correspondences

Alphabetic Principle - speech sounds are represented by letters

Phoneme - smallest unit of speech - sound in a language that signals a difference in meaning

Graphemes - English letter or letters that represent phonemes

Vowels - sounds air leaving lungs is vibrated in the voice box and there is a clear passage from the voice box to your mouth

Consonants - airflow is obstructed in some way by your mouth, teeth or lips

Onset and Rimes - in each syllable. Onset is the initial consonant sound or consonant blend, rime is the vowel and everything that follows

Phonograms - rimes that have the same spelling. Words that share the same phonograms are word families.

Phonological awareness, especially phonic awareness, is a prerequisite for learning to read. Phonemic awareness is the foundation for understanding sound-symbol relationships of English, which will be taught through phonics lessons.

Question 9

Differentiate instruction in phonological and phonemic awareness for Struggling readers, English Learners, and Advanced Learners

Answer 9

Be sure you can describe at least on way you would differentiate a phonemic awareness lesson for struggling readers, such as researching skills that are lacking

Struggling Readers

1. Focusing on key skills - especially blending and segmenting
2. Retracting skills that are lacking - pace (slower), delivery (modeling or using clues such as clapping or snapping), scaffolding (simpler and more scaffolding) and materials
3. Variety of concrete examples - pictures or real objects
4. Additional practice

English Learners

1. Explicitly teach English phonemes that do not exist in primary language
2. Extra time hearing consonant blends such as sk-, st, sp-

Advanced Learners

1. Increase pace of instruction: less time, move through lessons faster
2. Building on and extending skills

Question 10

4.2 Instruction: Phonemic awareness tasks: Sound isolation, sound identity, sound blending, sound segmentation

Answer 10

Sound Isolation - which sound occurs at the beginning, middle or end. Start with beginning, go to end, then middle

Sound Identity - sets of words that share same beginning, middle or end sound. What sound is the same in each of these words?

Sound Blending - Which word am i thinking of? /b/ /a/ /t/

Sound Segmentation - most difficult. Isolate and identify the sounds of a spoken word. Having difficulty - ask how many sounds do you hear?