Phonemic and Phonological Awareness

Phonemic and Phonological Awareness

Phonemic awareness is an essential skill that promotes successful reading and spelling skills. Phonemic awareness involves identifying and understanding phonemes and individual sounds in a word. It is a subset of phonological awareness, which is the ability to understand the parts that make a word and effectively manipulate the parts, including phonemes, onset-rimes, and syllables. Understanding the different phonemes in a word enables students to blend, segment, and substitute phonemes to attain the desired word. Students can all spell words correctly if they can identify all the phonemes that make the word, further enhancing their reading ability (Foorman et al., 2016).

Ten Key Terms

1. Phonological awareness helps an individual to understand the different ways the spoken language can be manipulated. An individual understands the parts that make a word, including the phonemes, syllables, and onset and rime.
2. Syllables are single, unbroken sounds of words made of a vowel and compounding consonant. The word ‘cat’ has one syllable, while ‘water’ has two syllables.
3. Onset is the initial consonant sound of a word, while rime is the subsequent vowel and consonant sounds that make up the remaining part of the word.
4. Phonemes are individual sounds that make a word. The sounds represent each letter in the word. For instance, the word ‘boy’ has three phonemes: /b/, /o/, and /y/.
5. Phonemic awareness involves the identification of individual sounds or phonemes in a particular word. A phonemic awareness student can manipulate the phonemes by blending, segmenting, and substituting phonemes in a word with different phonemes to get another word. For instance, substituting /r/ with /m/ in the word ‘ran’ to get ‘man.’
6. Phonics is the connection between letters and sounds. Phonics help learners sound out written symbols and give phonemic awareness a visual element (Houston, 2023).
7. The alphabetic principle involves isolating sounds and linking the sounds to letters.
8. Rhyme refers to words that share the same final sound, such as moon and spoon.
9. Alliteration refers to words that have the same initial sounds. For example, “she sells sea shells at the sea shore.”/s/ and /sh/ are alliterative.
10. Segmenting is the process of separating the different sounds in a word while blending is combining sounds or phonemes to make a word.

Article Summary

Chard and Dickson (1999) discuss the phonological awareness process, where they provide instructional guidelines and teaching methods to teach phonological and phonemic awareness. The authors further provide assessment measures that educators should employ to evaluate students’ phonological awareness ability. The article depicts that a lack of phonological awareness significantly threatens effective reading skills development for students with and without special educational needs. Educators can incorporate different activities to promote learners’ phonological awareness ability. For instance, substituting the initial sounds of words in a word increases the students’ ability to read comprehension. Also, phonological awareness improves student’s phonics ability and proper word spelling.

According to Chard and Dickson (1999), phonological awareness involves understanding how spoken language can be divided. The article states that sentences can be broken into words, words into syllables, phonemes, and onset and rime. Phonological awareness enables students to manipulate sounds through blending, segmenting, addition, deleting, and substituting phonemes to get a new word. All the activities in phonological awareness are essential in reading development. Rhyming and alliteration of words enhance the phonological awareness process. Students who can effectively identify phonemes, onset, rime, and syllables enhance their ability to learn and understand new words (Glaser & Moats, 2008).

The article further depicts that phonological and phonemic awareness enhances an individual’s written language. Also, phonological awareness enhances reading skills acquisition. Chard and Dickson (1999) advocate for effective teaching instruction in phonological awareness to resolve the risks associated with reading difficulties. The authors also state that teaching activities and phonological awareness instruction vary from grade level. Educators should assess their students’ phonological awareness ability to identify students at risk in early reading acquisition and monitor their learning progress.

Implications for Teaching

The information on phonological awareness is instrumental in integrating learning activities in the future classroom. The knowledge acquired will propel the lesson planning strategies to foster a conducive learning environment where the learning needs of all students are addressed. I understand that the phonological process differs from one grade level to another. To successfully integrate future phonological awareness classes, I will generate a lesson plan to guide each activity to help students achieve desired reading skills. I will incorporate assessment strategies before articulating the lesson to examine the students with early reading skills, which will help address their needs. The assessment protocols will also help monitor each student’s learning progress, enhancing uniformity growth in phonological awareness skills. Further, I will foster an inclusive and interactive learning environment for all students through differentiated teaching methods and by promoting collaboration and participation of all students in the learning activities.

Conclusion

Phonological awareness is essential in improving students’ reading, writing, and spelling skills. Phonological awareness comprises vast activities, including identifying the individual sounds, syllables, and onset and rime in words. Effective phonological awareness helps to address challenges encountered by some students in their reading activities. Educators should understand their students to incorporate the best teaching strategies to accommodate and address the learning needs of all students. Phonological awareness fosters compelling reading and writing skills.

References

Chard, D. J., & Dickson, S. V. (1999). Phonological awareness: Instructional and assessment guidelines. Intervention in school and clinic, 34(5), 261-270. https://doi-org.libprxy.muw.edu/10.1177/105345129903400502

Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., … & Wissel, S. (2016). Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator’s Practice Guide. NCEE 2016-4008. What Works Clearinghouse.

Glaser, D. R., & Moats, L. C. (2008). An introduction to language and literacy. Sopris West Educational Services.

Houston, S. (2023). What is phonemic awareness? The foundation for reading and spelling success. Phonics Hero. Retrieved from https://phonicshero.com/phonemic-awareness/

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Below, you will find many articles that will enhance your understanding of phonemic awareness. Browse through each of these articles, but you will select only one (1) article to complete this assignment.  After reading, you will first identify 10 keywords you think are important for a professional reading educator to understand. Next, you will list and define these 10 keywords.  Next, you will summarize the article.  Last, you will reflect and propose instructional applications of the information for your future classroom. Don’t forget to have a “Reference” section for your bibliographic information.  Your work must be typed in the correct organized layout with headings (see the Article Review Format Assignment Download Article Review Format Assignment in the “Pages” section of this course shell).  Also, make sure that you read the Article Review Assignment Rubric. Download the Article Review Assignment Rubric below to see how your writing assignment will be graded (with expectations).

Phonemic and Phonological Awareness

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• Phonemic Awareness Helps First Graders Invent Spellings, and Third Graders Remember Correct SpellingsDownload Phonemic Awareness Helps First Graders Invent Spellings, and Third Graders Remember Correct Spellings
• African American English Dialect and Phonemic Awareness and Spelling Download African American English Dialect and Phonemic Awareness and Spelling
• Common Articulation Variations Between English and Spanish Download Common Articulation Variations Between English and Spanish