WHEN “CAT” HAS 3 SOUNDS…NONE OF WHICH IS “MEOW”! Phonological and Phonemic Awareness In Early Literacy Carolyn Mixon, M.A., CCC-SLP AISD Speech-Language Pathologist firstname.lastname@example.org
The “Phons” Phonological Awareness Phonemic Awareness Phonics Not!
Why Phonemic Awareness? 5 % can already read 20-35% learn to read fairly easily 60% find it challenging to learn to read HALF of the 60% find learning to read EXTREMELY DIFFICULT
Students at Risk? • Low income • Parents with less education • Low language homes • ELLs • Speech-Language delays • Developmental disabilities • Family history of reading difficulties
Poorly developed phonemic awareness is the core problem for the majority of students who have difficulties in reading.
INSTRUCTION • Well-planned , 10-15-minutes daily • Explicit-I Do, We Do, You Do • Incorporate Small-group work • Game-like, 2-3 activities, touch-move-say • Make connections throughout the day • Immediate feedback and scaffolding • Use letters *
Phonological Awareness Skills in Early Childhood RHYMING Participation Matching Production
ALLITERATION Recognition & Matching Production
BLENDING Syllables (compound, 2+ syllables) Onset-Rime Sounds
SEGMENTING Syllables (compound, 2+ syllables) Onset-Rime Sounds
SCAFFOLDING • Isolate and exaggerate the feature • Point to mouth and tell child to look • Say the correct response then elicit response • Increase or decrease pauses between word parts as needed
PROGRAMS • Road to the Code: A Phonological Awareness Program for Young Children • Phonemic Awareness in Young Children: A Classroom Curriculum • Ladders to Literacy: A Preschool Activity Book • Sounds Abound: Listening, Rhyming, and Reading • Reading Readiness Skills (Neuhaus)
Phonemic Awareness: The skills that they need to help them succeed (PK-K) • Michael Heggerty-www.literacyresourcesinc.com • Other Resources • Fcrr.org • TPRI Intervention activities • Building Early Literacy & Language Skills (BELLS-SoprisWest)
TAKE-HOME MESSAGE • Explicit, well-planned, multisensory, regular instruction in small- and large-group activities (rhyme, alliteration, blending, segmenting) • Small-group P.A. work with all students • Analyze and supplement presentation of P.A. activities • Ultimate goal: Send children to kinder with rhyming, alliteration, and blending/segmenting skills.