Phonological Awareness

Question 1

Phonological Awareness

Answer 1

• The ability to recognize that a spoken word consists of smaller components such as syllables and phonemes and that these units can be manipulated
• critical to the process of recognizing and decoding words in print and is also important in learning to spell.

Question 2

Why is it important?

Answer 2

• The ability to process phonological information is necessary to the recognition of all words in print
• Phonological awareness contributes to word recognition and spelling by teaching us the ability to decode unknown words

Question 3

Normal Acquisition

Answer 3

1. Rhyming
2. Ability to segment words into syllables (segmenting)
3. Ability to identify words with the same beginning sound (alliteration)
4. Ability to identify words with the same final sound
5. Ability to count sounds in words and to segment cv, vc, and cvc words into phonemes
6. Ability to segment ccvc, cvcc, and ccvcc words into phonemes

Question 4

intervention goal

Answer 4

The goal of phonological awareness intervention is to enhance reading and writing performance

Question 5

Factors affecting variety of development (6)

Answer 5

• vocabulary development
• knowledge of nursery rhymes
• letter-name knowledge
• The quality of the child’s phonological representation of spoken words
• socioeconomic factors
• native language experiences

Question 6

Formal Assessments

Answer 6

• The Preschool and Primary Inventory of Phonological Awareness (PIPA)
• The phonological abilities test (PAT)
• Comprehensive Test of Phonological Processing (CTOPP)
• Woodcock Johnson
• Test of Phonological Awareness (TOPA)

Question 7

Interventions

1. Word Awareness
2. Syllable Level
3. Onset-Rime level

Answer 7

1. the ability to isolate individual words from the speech flow (counting words in a sentence)
2. the ability to identify the number of syllables in a word (clapping syllables aloud, syllable card sort)
3. ability to manipulate intrasyllabic units
   (mix&match puzzles, flip books, guessing game)

Question 8

Interventions

1. Rhyme
2. Alliteration
3. Phoneme Level

Answer 8

1. ability to discriminate and produce words that sound the same in the final position of the word (rhyming game, rhyme time bingo, rhyme sort)
2. the occurrence of the same letter or sound at the beginning of adjacent of closely connected words ( alliteration tongue twisters, alliteration books)
3. ability to manipulate individual sounds within the words
   - isolation- idnetifying sound positions
   - blending/segmenting- sound boxes, segmenting/blending cards
   - addition/deletion/substitution- initial phoneme deletion, name changes