Several Definitions of Phonemic Awareness - Research Paper Example

? Phonemic Awareness al affiliation Phonemic Awareness There exist several Definitions of Phonemic Awareness as presented bydifferent scholars, below are some of the definitions, According to James franc from the University of Oxford, Phonemic awareness refers to the capacity to notice, and to think about, and then work with a person’s sounds in words. As a student we are than aware that a student's skill in the phonemic awareness can be considered as a perfect indicator of later reading success or his or her difficulty in performing better in a specific field. This paper has some sections discussing how to develop a student’s phonemic awareness (Gameco Educational Software, 2003). Phonemic awareness can be considered as a subset of the phonological awareness in where listeners possess the ability to hear, and identify and the manipulate phonemes, smallest units of sound which may differentiate meaning, is Separating, spoken word " the cat" through into three separate phonemes, /?/, /k/, and /t/, requiring the phonemic awareness. National Reading Panel (NRP) had realized several years ago that the phonemic awareness may and do elates an individual’s word reading and comprehension in reading, in addition to assisting people learn to know how to spell. According to a research conducted by the University of Nairobi Phonemic awareness can safely be considered as the basis for learning the phonics. Phonemic Awareness And Phonological Awareness Phonology awareness and Phonemic awareness, more often than not are confused as most of the circumstances they are considered interdependent. Phonemic awareness capability to manipulate and hear individual phonemes. On the other hand Phonological awareness do include this capacity, in conjunction to the ability to hear and then manipulate much larger units of an individual’s sound, these includes the rimes, onsets and syllables. Several Studies by the Vickie Snider have indicated openly that the phonemic awareness possess a more than direct correlation with its students’ capability to read as they tend to get older. In fact it is claimed that Phonemic awareness do build a very strong foundation from which the students to do understand rules of English language. This as a result allows respective student to put in practice the skills and thereby increasing the student’s oral reading eloquence and in understanding of the text. Phonemic Awareness Skills Practiced With Students The above subject matter relates to the capability to differentiate and handle individual sounds, like /?/, /f/, and /t/ just as for instance in pronunciation the foot. Below are some of the general phonemic awareness skills practiced with students: Phoneme isolation: that necessitates recognizing individual sounds in the respective words, instance, "update me the initial sound heard “paste" (/p/). Phoneme identity: that requires distinguishing common sound in dissimilar words, for instance, "update me the sound which is similar in boy, bike and bell (/b/). Phoneme substitution: where an individual has the ability to turn words like “cat” to another like "hat" just by replacing a single phoneme ”/h.” for another /k/. The Phoneme substitution may and do take place for initial sounds as in the (cat-hat), the middle sounds such as the (cat-cut) or the ending sounds as in the (cat- can). Oral segmenting: A teacher may say a word like, "ball," then the students go ahead to say the respective sounds, as in /b/, /?/, and /l/. Oral blending: Teacher may say each individual sounds, as in, /b/, /?/, /l/ then the students respond by saying the word, "ball." Sound deletion: Tutor says one word, for instances, "bill," then the students repeat it, he/ she then instructs the students to replicate or repeat the word in the absence of a sound. Onset-rime manipulation: That necessitates identification, isolation, segmentation, deletion blending, of onsets “single consonant or blend which leads the vowel and behind consonants, for instance, st-op, j-ump, str-ong. For instance, the tutor may say, then say the word bill without mentioning the /b/." the Students ought to respond with an /?l/. Other phonemic awareness actions, like sound substitution, in which students get instructed to substitute a sound with some specific sound, known as sound addition, in which the students complement sounds to the words, and the sound switching, in which the students do manipulate the order of phonemes. They are considered more multifaceted, although, research gives a helping hand to the use of above listed, in particular oral blending and oral segmenting. The Development of Phonological Skills The above skills do develop in rather a predictable progression. The concept is very vital, as it acts as the basis upon which sequencing the teaching tasks from the easier one to a more difficult one. Precondition to the phonological awareness can be considered to be the basic listening skill; tha is the acquisition of several thousand word vocabulary; and the ability to copy and give out a basic sentence constructions; and then use of a language in order to express needs, and react to others, or even comment on others experience, and comprehend what others intend to say. The above skills are from the basic ones to the advanced Relationship of Phonological Awareness and word analysis Reading and Spelling Phonological awareness is very crucial for learning to read almost all the alphabetic writing system. Researches have shown that difficulty with the phoneme awareness in conjunction with other phonological skills is a good indicator of poor spelling and reading development. Phonological processor frequently works instinctively when human being speaks and listens. It is has designed to just extract the exact meaning of the intended to be said, failing to notice the speech sounds in the respective words. Generally speaking, phonological skills are not intensely related to the human being intelligence. Most very intelligent people do have many limitations of the very important linguistic awareness, particularly, in the phonological level. So one should take heart. When you find the phonological tasks rather challenging, at least you are competent in several other ways. Phonological awareness is very crucial for learning to read alphabetic writing system, according to a research conducted by the University of Nairobi. It has also been proved that Phonological awareness is even more important in reading the other kinds of writing systems, like the Japanese and the Chinese. Phoneme Awareness Is Necessary For Learning And Using The Alphabetic Code Most English if not all, do use an alphabetic writing system, where the letters, individually or in combination, do represent the single speech sounds. Most individuals who are able to separate words into sounds, and also recognize their identity, and then put them altogether again do have the good foundation skill in using alphabetic principle. It can safely be concluded that in the absence of the phoneme awareness, most students may be puzzled with print system and the way it represents t spoken word. Those who lack the phoneme awareness might not even be aware of what is meant by the respective term sound. Can typically hear well and is able to name the alphabet letters, although they possess very little or even lack an idea the meaning of the letters. Asked to avail the first sounds in, for example the word dog, individuals are likely to say Woof woof! So the Students ought to be able to recognize the /d/ sound in the specific words dish, Mad, and dog, and separate its phoneme from the others earlier before they are able to understand the meaning of the letter d represents in the specific words. The awareness predicts future outcomes in spelling and reading. According to a research work by a linguist, the Phoneme awareness do facilitates growth in the printed word recognition. Long before a one is able learns to read, they can predict very accuracy if that specific student will be a poor reader or a good reader before he/she finishes the third grade and after the third grade. Making the prediction is very possible with very simple tests which measure the phoneme awareness of speech sounds found in the respective words, and knowledge of the letter names, and the know-how of the sound symbol vocabulary and correspondence. Most poor readers do have comparative difficulty with the phoneme awareness and some phonological skills Research by several scholars have shown that poor readers entirely do comparatively less well on the phoneme awareness tasks other than on the cognitive tasks. Further more, almost 90 percent of all the poor readers, can be estimated to give a demonstration of weakness in the phonological awareness and in the phonological memory. Most Readers possessing the phonological processing weaknesses do tend or are more often than not poorest spellers (Educational Research Service, 1997). The Instruction In The Phoneme Awareness Is Very Beneficial For Novice Spellers And Readers Most Instruction in the speech sound awareness do alleviates and reduces the reading and spelling difficulties . Teaching the speech sounds obviously and rather directly do accelerates learning of very important alphabetic code. thus, classroom instruction for the beginning readers ought to be an inclusion of the phoneme awareness activities (Silver Burdet etal. 1998) Phonological awareness Do interacts, in conjunction to facilitating the development of word consciousness and vocabulary The above argument is much less usually than the prevuuse four points. The Phonological awareness and memory are very involved in below activities of word learning analysis: In Attending to the unfamiliar words and then comparing them with the known words Pronouncing and Repeating the words correctly Encoding the words very accurately in order for them to be retrieved and used Learning to Differentiate words which sound very similar in order for their meanings to be contrasted Content of Word Recognition and phonics. Though the relation of the word-recognition instruction and systematic phonics to reading attainment is a controversial topic, most enlightened discussion done by most advocates of this instruction do put a lot of emphasis showing that it have to be the only part of the total program of instruction. The fundamental objective of such respective instruction is mainly to assis children in figuring out the very important alphabetic system of that are written an English and the become very comfortable with the system as most of them become pro-readers. Written a decade ago, agreeably described as the objective, determination, and limitations of the phonics instruction: The sole goal of the phonics is not for children to state the necessary "rules" that do govern the letter sound relationships. Somewhat, the main purpose is to enable the getting across of most alphabetic principle, this principle are the systematic relationships found in between the sounds and letters. Phonics should be considered a technique that assist the children to get off to a good and a very fast start in the mapping of the relationships existing in between the sounds and letters. It follows, therefore that the phonics instruction ought to aim at teach only one of the most regular and very important letter sound relationships, as this team of very important instruction will directly or indirectly lay bare most of the alphabetic principle. After the basic relationships have been perfectly taught, the most appropriate ways to get the children into refining and extending their knowhow of the letter sound correspondences via a repeated opportunities in reading(Brown, R., Brown, N., & Intelli-tunes, 2001). After which the Phonics system of instruction that are used to teach the children the relationship connecting between sounds and letters, according to brown( 2001). Always reader is warned, however, that the above mentioned term is always abused and has several different meanings dissimilar people. This is generally agreed on the definition might as well not be possible. The Alphabetic Principle One important part of giving a helping hand to our dear children with their reading disabilities figuring out the above system understanding printed word is simply by making them to understand the very vital alphabetic principle. Meaning, that to understand words that has been written English, words ought to be composed of patterns of the letters which do represent very important sounds that are spoken in the English words. Most children appear to able to figure out the necessary alphabetic principle nearly naturally, with very little or rather no instruction at all. Though, almost all children, I mean all children possessing learning disabilities in specifically, enjoy benefits from the instructions that have been organized which do centers on the letters, sounds, and in the relations in between the letters and the sounds. This student also do benefit from the word recognition instruction which offers practice with, take for instance, the word families which do share some parallel letter patterns. Moreover, children who have the reading inabilities do benefit from various opportunities to put into application what they are and will be learning to the entire reading and re-reading of various texts and stories . these texts do contain a very high quantity of such words which do reflect the sounds, letters, spelling patterns which the children are learning (Brown, R., Brown, N., & Intelli-tunes, 2001). Some Elements Of The Phonics And Word Recognition Instruction In order to assist our children in mapping the relations in between sounds and letters, active word recognition and phonics strategy instruction ought to avail to them various opportunities that they ought to be become very comfortable with in a number of phases of reading, which include, in the phonemic awareness, related reading practice, spelling and writing connections, alphabetic knowledge, sound symbol relations, word identification strategies and in fluency in reading(Adams, 1998). Work cited McEwan-Adkins, E. K. (2008). Phonemic awareness, grades K-3. Thousand Oaks, Calif: Corwin Press Classroom. Gameco Educational Software. (2003). Phonemic awareness. St. Louis, MO: GAMCO Educational Software. Brown, R., Brown, N., & Intelli-tunes (Firm). (2001). Phonemic awareness. Red Bluff, CA: Intelli-tunes. Silver Burdett & Ginn (Firm). (1998). Phonemic awareness. Parsippany, NJ: Silver Burdett Ginn. 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Lakeshore Learning Materials (Firm). (2002). Match-a-sound! phonemic awareness box: Rhyming sounds. Carson, CA: Lakeshore. Marcom Projects. (2003). Phonemic awareness and introduction to print. Crystal Lake, U.S.A: Magna Systems. McCormick, C. E., Throneberg, R. N., & Smitley, J. M. (2002). A sound start: Phonemic awareness lessons for reading success. New York: Guilford Press. Lakeshore Learning Materials (Firm). (2002). Match-a-sound! phonemic awareness box: Ending sounds. Carson, CA: Lakeshore. Blevins, W. (1999). Phonemic awareness: Songs & rhymes. New York: Scholastic. Fitzpatrick, J. (1997). Phonemic awareness: Playing with sounds to strengthen beginning reading skills. Cypress, CA: Creative Teaching Press. New South Wales. (2009). Literacy teaching guide: Phonemic awareness. Sydney: New South Wales Dept. of Education and Training. Lakeshore Learning Materials (Firm). (2002). Match-a-sound! phonemic awareness box: Beginning sounds. Carson, CA: Lakeshore. Read More