Competency 3 - Phonological and Phonemic Awareness

Question 1

What is phonological awareness?

Answer 1

the knowledge that oral English is composed of smaller units; a child with phonological awareness can identify and manipulate sounds in many different levels of language 1) phonemic awareness and 2) words and syllables

Question 2

What is phonemic awareness?

Answer 2

subcategory of phonological awareness; the ability to distinguish the separate phonemes (or sounds) in a spoken word; ex. duck /d/, /u/, /k/

Question 3

What is phonics?

Answer 3

the knowledge of letter-sound correspondences; knowing, for example, that the letters ph make the /f/ sound

Question 4

What are onsets and rimes?

Answer 4

Think syllable! they occur in a single syllable; the onset is the initial consonant sound or blend; the rime is the vowel sound and any consonants that follow

Question 5

What is the role of phonological and phonemic awareness in reading development?

Answer 5

phonemic awareness is predictive of success in learning to read; it’s strongly correlated to reading achievement (word recognition and comprehension); it is the foundation for understanding sound-symbol relationships

Question 6

How do we teach phonological awareness?

Answer 6

word awareness, syllable awareness, word blending, syllable blending, and onset and rime blending

Question 7

What is word awareness?

Answer 7

requires children to detect and identify word boundaries; ex. I like ice cream has four words

Question 8

What is syllable awareness?

Answer 8

requires children to identify syllables within a word

Question 9

What is word blending?

Answer 9

requires children to take two single-syllable words and combine them to make a compound word; ex. taking cow and boy and making cowboy

Question 10

What is syllable blending?

Answer 10

blending two syllables in a word; ex. taking sis- and -ter and making sister

Question 11

What is onset and rime blending?

Answer 11

take an onset like /b/ and adding -ank to make bank

Question 12

How do we teach phonemic awareness?

Answer 12

instructional activities focusing on phonological awareness, such as words and syllables; focus on one or two phonemic awareness tasks at a time; this type of instruction should be brief, 20 minutes; activities such as sound isolation, sound identity, sound blending, sound substitution, sound deletion, and sound segmentation

Question 13

What is sound isolation?

Answer 13

give students a word and ask them to tell which sound occurs at the beginning, middle, and end of the word

Question 14

What is sound identity?

Answer 14

give students a set of words that all share the same beginning, middle, or ending sound, but have no other shared sounds

Question 15

What is sound blending?

Answer 15

give students the sounds with only brief pauses in between each sound

Question 16

What is sound substitution?

Answer 16

give students a word and then have them substitute one sound for another

Question 17

What is sound deletion?

Answer 17

works best with consonant blends take away a letter like snail and change it to nail

Question 18

What is sound segmentation?

Answer 18

most difficult of phonemic awareness; make students isolate and identify the sounds in a spoken word

Question 19

How do we help students who struggle with phonemic awareness?

Answer 19

small groups and individualized lessons; focus on key skills, especially blending and segmenting, reteach skills that are lacking, use a variety of concrete examples, provide additional practice