1. Phonological Awareness Glasgow Dyslexia Support Service

2. What is Phonological Awareness? “The skills that involve reflecting on, processing and manipulating speech sounds.” Carroll, JM; Bowyer-Crane, C; Duff, FJ; Hulme, C; Snowling, MJ 2011:6 Curriculum for Excellence I enjoy playing with the sounds and patterns of language, and can use what I learn. LIT 0-01a/LIT 0-11a/LIT 0-20a

3. Why is Phonological Awareness important? Bradley and Bryant’s work in the 1980s showed that: ‘Phonological ability in pre school children is one of the biggest predictors of later success in reading ability.’ Prof. J. Elliott’s 2014 review of research refers to this work as ‘ground breaking’ and citing Scarborough goes on to say: ‘Phonological Awareness appears to be a better predictor of reading ability in general than reading disability in particular.’

4. HMIe’s Perspective Elliot et al, 2007, pvi Recent research into best practice, commissioned by HMIe, found that one of the key features of effective support was ‘improving the phonological processing skills of dyslexic learners’.

5. Making Sense: Education for Children and Young People with Dyslexia in Scotland (2014) Making Sense: Education for Children and Young People with Dyslexia Education Scotland 2014 (National) Scottish Government, 2014:2 The Executive Summary states that ‘specific phonological awareness activities’ areamongst the ‘more significant approaches to differentiating lessons for children and young people ’.

6. Stages of phonological awareness 1. Awareness of words 2. Blending syllables to make a word 3. Breaking words into syllables 4. Awareness of rhyme 5. Blending of speech sounds (phonemes) 6. Awareness of where a phoneme is in a word 7. Breaking words into phonemes 8. Deleting phonemes/syllables within words 9. Substituting phonemes within words 10. Transposing phonemes within words

7. Awareness of the Rhythm of Speech

8. Awareness of the Rhythm of Speech

9. Words in a SentenceCan a learner isolate the words in an orally delivered sentence? The dog kennel is red. Find the word ‘kennel’.

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11. 2. Blending SyllablesCan a learner blend syllables to make a word? spi der

12. 3. Segmenting SyllablesCan a learner break a word up into syllables? How many beats?

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14. 4. Awareness of rhymeCan a learner identify rhyming words? Find the Odd One Out What else rhymes with ?

15. 5. Awareness of speech sounds (phonemes) Can a learner identify initial phonemes? /t/

16. 6. Awareness of Phoneme Positions Can a learner identify the position of a given phoneme? BeginningSomewhere in the middle At the end Where do you hear the phoneme /m/?

17. ? /ar/ /er/ /or/ /ur/ /ŏŏ/ Basic Scottish Phonemes Use pure sounds

18. /p/ /s/ /t/ /o/ /i/ /ch/ /k/ 7. Awareness of phonemes that a learner delivers Can a learner orally split a word into phonemes? s t p o ch i ck Add the letters used to write each phoneme if they are at that stage.

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20. 8. Awareness of phonemes in deletion tasks Can a learner orally remove phonemes in a word? d s t a n A learner who can complete deletion tasks has the ability to isolate and sequence the phonemes in a word.

21. 9. Phoneme Substitution Can a learner give the word if they are asked to change a phoneme? Change the /i/ in rib to an /o/? Change the /h/ in hat to a /m/? 10. Phoneme Transposition Can a learner change red fox into fed rox? This level of phonological awareness may not be reached by some learners.

22. When a learner, at any stage or level, is having difficulty with reading or spelling it is always of value to check for and address gaps in their phonological awareness.

23. Stages of phonological awareness 1. Awareness of words 2. Blending syllables to make a word 3. Breaking words into syllables 4. Awareness of rhyme 5. Awareness of speech sounds (phonemes) 6. Awareness of where a phoneme is in a word 7. Breaking words into phonemes 8. Deleting phonemes/syllables within words 9. Substituting phonemes within words 10. Transposing phonemes within words