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    Phonemic Awareness Instruction

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    eva.benson
    Phonemic awareness is the ability to identify and manipulate individual sounds, or phonemes, in spoken words. It is an important precursor to learning phonics and how to read. Children can demonstrate phonemic awareness by recognizing words that start with the same sound, isolating sounds in words, blending sounds to form words, and segmenting words into individual sounds. Having strong phonemic awareness skills makes learning to read and spell easier. While related, phonemic awareness specifically focuses on manipulating phonemes, whereas phonological awareness more broadly includes awareness of larger units of sound like syllables and rhyming words.

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    Phonemic Awareness Instruction

    Uploaded by

    eva.benson
    320 views2 pages
    Phonemic awareness is the ability to identify and manipulate individual sounds, or phonemes, in spoken words. It is an important precursor to learning phonics and how to read. Children can demonstrate phonemic awareness by recognizing words that start with the same sound, isolating sounds in words, blending sounds to form words, and segmenting words into individual sounds. Having strong phonemic awareness skills makes learning to read and spell easier. While related, phonemic awareness specifically focuses on manipulating phonemes, whereas phonological awareness more broadly includes awareness of larger units of sound like syllables and rhyming words.

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    Phonemic awareness is the ability to identify and manipulate individual sounds, or phonemes, in spoken words. It is an important precursor to learning phonics and how to read. Children can demonstrate phonemic awareness by recognizing words that start with the same sound, isolating sounds in words, blending sounds to form words, and segmenting words into individual sounds. Having strong phonemic awareness skills makes learning to read and spell easier. While related, phonemic awareness specifically focuses on manipulating phonemes, whereas phonological awareness more broadly includes awareness of larger units of sound like syllables and rhyming words.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    320 views2 pages

    Phonemic Awareness Instruction

    Uploaded by

    eva.benson
    Phonemic awareness is the ability to identify and manipulate individual sounds, or phonemes, in spoken words. It is an important precursor to learning phonics and how to read. Children can demonstrate phonemic awareness by recognizing words that start with the same sound, isolating sounds in words, blending sounds to form words, and segmenting words into individual sounds. Having strong phonemic awareness skills makes learning to read and spell easier. While related, phonemic awareness specifically focuses on manipulating phonemes, whereas phonological awareness more broadly includes awareness of larger units of sound like syllables and rhyming words.

    Copyright:

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    Phonemic awareness instruction

    Phonemic awareness is the ability to notice, think about, and work with the individual
    sounds in spoken words. Before children learn to read print, they need to become aware of
    how the sounds in words work. They must understand that words are made up of speech
    sounds, or phonemes.

    Phonemes are the smallest parts of sound in a spoken word that make a difference in
    the word's meaning. For example, changing the first phoneme in the word hat from /h/ to
    /p/ changes the word from hat to pat, and so changes the meaning. (A letter between slash
    marks shows the phoneme, or sound, that the letter represents, and not the name of the
    letter. For example, the letter h represents the sound /h/.)

    Children can show us that they have phonemic awareness in several ways, including:

    • recognizing which words in a set of words begin with the same sound ("Bell, bike,
    and boy all have /b/ at the beginning.");
    • isolating and saying the first or last sound in a word ("The beginning sound of dog is
    /d/." "The ending sound of sit is /t/.");
    • combining, or blending the separate sounds in a word to say the word ("/m/, /a/, /p/--
    map.");
    • breaking, or segmenting a word into its separate sounds ("up--/u/, /p/.").

    Children who have phonemic awareness skills are likely to have an easier time learning
    to read and spell than children who have few or none of these skills.

    Although phonemic awareness is a widely used term in reading, it is often


    misunderstood. One misunderstanding is that phonemic awareness and phonics are the
    same thing. Phonemic awareness is not phonics. Phonemic awareness is the understanding
    that the sounds of spoken language work together to make words. Phonics is the
    understanding that there is a predictable relationship between phonemes and graphemes,
    the letters that represent those sounds in written language. If children are to benefit from
    phonics instruction, they need phonemic awareness.

    The reason is obvious: children who cannot hear and work with the phonemes of
    spoken words will have a difficult time learning how to relate these phonemes to the
    graphemes when they see them in written words.

    Another misunderstanding about phonemic awareness is that it means the same as


    phonological awareness. The two names are not interchangeable. Phonemic awareness is a
    subcategory of phonological awareness. The focus of phonemic awareness is narrow--
    identifying and manipulating the individual sounds in words. The focus of phonological
    awareness is much broader. It includes identifying and manipulating larger parts of spoken
    language, such as words, syllables, and onsets and rimes--as well as phonemes. It also
    encompasses awareness of other aspects of sound, such as rhyming, alliteration, and
    intonation.

    Children can show us that they have phonological awareness in several ways, including:

    • identifying and making oral rhymes;


    "The pig has a (wig)."
    "Pat the (cat)."
    "The sun is (fun)."
    • identifying and working with syllables in spoken words;
    "I can clap the parts in my name: An-drew."
    • identifying and working with onsets and rimes in spoken syllables or one-syllable
    words;
    "The first part of sip is s-."
    "The last part of win is -in."
    • identifying and working with individual phonemes in spoken words.
    "The first sound in sun is /s/."

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