Unformatted text preview:

EDHD425 FINALPhonological Awareness- Reading is a multifaceted processo 3 major accomplishments Understand the alphabetic system of English Obtain meaning from print Read fluently - Preschool language and literacy foundation identify printed words/ fluency/ meaning skilled reading- Growing up to read: first 5 yearso Learning to read and write begins before school years Obtain sensory/perceptual/cognitive and social skills Symbolic concepts about objects- One object stands for another (ex: golden arches stand for Mcdonalds)- Alphabet is a symbol system for sounds Acquire language skills- Acquiring Language Skillso Involves phonological/ semantic/ morphological/ syntactic and pragmatic developmento Knowing a language doesn’t necessitate and ability to understand the underlying principles of the systemo Metalinguistic skills are needed to understand language Ability to think about and reflect on language- Knowledge of what a word iso young children mistaken the word with the object/actiono ex: “train” is a long wordo ex: “caterpillar” is a short wordo older children understand distinction between word and its referent- knowledge of word boundary in a sentence- Phonological Awareness is a critical metalinguistic skillo Unique for learning to read and alphabetic languageo PA refers to the general ability to attend to or manipulate the sounds of language- spoken words can be phonologically divided intoo syllables onset  rimeo phonemes- Units of Phonological Awarenesso Syllable awareness Ability to detect constituent syllables in words Ex: cowboy Age 4o Onset/Rime awareness Ability to detect that a single syllable can have two units: onset and time Age 4 May even emerge at age 2/3 via nursery rhymeso Phonemic Awareness Insight that words can be separated into a sequence of phonemes Phonemes smallest unit of sounds Emphasizes the awareness of every constituent phoneme in words: rather than awareness of particular phonemes (onset phonemes) - Types of PA skillso Segmentation Onset-rime separation Segmenting a vowel Separating a cluster onset (consonant cluster, ex: stop) into constituent phonemeso Blending (put sounds together)o Manipulation (add, delete, or otherwise move phonemes)- How do we assess phonological awareness- Development of phonological awarenesso Children develop phonological awareness throughout preschool years 2-4 year olds- play with sounds, monitor/correct speech errors- appreciate rhymes- appreciate alliteration (onset awareness) 5-6 year olds- reliably identify rhymes and alterations- manipulate individual phonemes (later development)o PA is highly correlated with general language ability Higher the language proficiency, better the phonological awareness Semantic and syntactic skills are useful for developing phonological awareness o PA is different from speech perception Speech perception is the ability to differentiate between spoken stimuli that have many elements in common- Ex: mail, nail same or not Children who have good speech discrimination may have phonological awareness problems- Phonicso Instructional practices that emphasize how sounds of speech are represented by letters and spellings /m/ sound is represented by letter “m” /i/ sound is represented by letter combination “ea” as in “bead”o phonics assumes that children have already acquired phonemic awareness- phonological skills is a causal determinant of reading successo 4 year longitudinal study of 368 kidso early test of pre reading children’s sensitivity to rhyme and alliteration predicted reading and spelling success over the next 4 years independent intelligence not predict matho training study  2 year period, the experimenters trained a group of 6-7 year olds to spot a common sound and say it and compared their reading progress to a group not trained in spotting the sound by the end, the experimental group was 3-4 months ahead in reading and spelling no effect on math conclusion training in phonological awareness helps children learn to read,especially when that training is combined with experience with alphabetic letters and written wordsModels of Reading Acquisition: process of learning to read- Milestones in learning to reado Emerging literacy (kindergarten)o Becoming real readers: learning to identify words in print (grades 1-3) Reading acquisition model Spelling acquisitiono Skilled reading (4th grade +) Good word identification skills Good text comprehension skills - Emerging literacyo “real reading” begins at age 5-7 print awareness- name some book titles and authors- knows the parts of a book and their functions- begins to track print when listening to a familiar text being read letter knowledge- recognizes and can name all uppercase/lowercase letters- independently writes many uppercase/lowercase letters- one of the best predictors for beginning reading achievement  reading- recognizes some words by sight- few very common oneso ex: I, a, the, my writing- writes own name (first and last), and friends names- Stages of Reading Acquisitiono Stage 1: Logographic Reading Read whole words Learn selective, visual paired-association- Dog, donkey, camel visual cues?- Moon, look  cue from letter pair? Use visual cues in learning to read their first 40 words Often called “cue readers”o Stage 2: Phonetic Cue Reading Intermediate stage Use phonetic values of the names of letters- Ex: jail “j” and “l” usually first and final letters are salient so they are used as cues primitive form of decodingo Stage 3: True Alphabetic Reading Use complete letter-sound correspondences Ability to pronounce pseudowords is a good measure- Ex: zot, spivo Stage 4: Orthographic reading Learn multi-letter units ex: rimes (nest, chest, test) syllables, or morphemes Attend to word-specific orthographic (spelling) information- Ex: silent letters in words (“t” in listen- Spelling Acquisitiono Children must learn to analyze how individual letters symbolize phonemic constituents in pronunciations Must know how to segment pronunciations into phonemes Must know the particular phonemes that letters typically symbolize- Ex: rich and pitcho Spelling of words are stored in memory as symbols for phonemeso Learning spelling improves children’s understanding of sounds in words Which vs. witch, rose vs.


View Full Document

UMD EDHD 425 - Phonological Awareness

Download Phonological Awareness
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Phonological Awareness and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Phonological Awareness 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?