Phonological Awareness, Lecture notes of English Language

Download Phonological Awareness and more Lecture notes English Language in PDF only on Docsity! U p d a t e d 2 / 2 1 Phonological Awareness Defining Phonological Awareness To become proficient readers and spellers, students need to develop phonological awareness, which includes the ability to identify, think about, and manipulate the sounds in oral/spoken language1. Phonological awareness includes two types of skills: (1) phonological sensitivity and (2) phonemic awareness (See Figure 1).1, 2, 3 Phonological sensitivity includes larger units of language such as words, syllables, onsets, and rimes, and phonemic awareness involves the smallest, individual sounds in spoken speech. Figure 1. Key Phonological Awareness Concepts1,2,3 To teach phonological awareness skills, teachers must have a strong understanding of phonology – the speech sounds in oral/spoken language and the rules for sequencing, combining, and pronouncing those sounds1,3. Teachers who have greater knowledge of the components of language are better equipped to teach reading and spelling to young children and to individuals with and at-risk for dyslexia5. The units of language important for teaching phonological awareness are described in Table 1. Table 1. Phonological Units of Language3,4 Unit Description Examples Word whole words bat, farm, swim, top compound words sandbox, baseball, campground Syllable a word or word part that contains one vowel sound party = part + y; it has two syllables because it has two vowel sounds: /ar/ and /ē/ Onset the part of a word that comes before the vowel sound; some words do not have an onset the onset in tap is [t]; the onset in swim is [sw]; there is no onset in the word at and the rime is [at] Phonological Awareness: identifying, thinking about, and manipulating the sounds in oral/spoken language Phonological Sensitivity: awareness of units of language larger than phonemes Larger Units of Language: words, syllables, onsets, & rimes Phonemic Awareness: awareness of individual phonemes Phonemes: speech sounds used in spoken language (e.g., /k/, /ch/, /ă/) U p d a t e d 2 / 2 1 Unit Description Examples Rime the vowel sound and everything that follows the vowel sound in a word the rime in tap is [ap]; the rime in swim is [im]; the rime in at is [at] Phoneme the smallest unit of sound in a word; it is what makes one word different from another /b/ in the word bat; /h/ in the word hat; bat and hat differ by their first phoneme (/b/ versus /h/) Note. Adapted from Honig et al. (2018)4 and Moats et al. (2020)3. Development of Phonological Awareness Skills Children’s phonological awareness skills develop gradually over time, and they typically acquire phonological sensitivity of the larger units of language before they become aware of the individual sounds in speech (Figure 2). For example, it will be easier for a child to orally blend together the syllables in a word (e.g., base + ball = baseball), than to orally blend individual speech sounds (e.g., /k/ /ă/ /t/ = cat). Figure 2. Development of Phonological Skills Phonemes – The Smallest Unit of Sound There are approximately 43 phonemes or speech sounds in the English language and these phonemes are categorized by how the sounds are produced in the mouth.3 Most materials and programs for teaching reading and spelling use phonics symbols for these 43 phonemes (such as /k/ for the first sound in the word cat or /ă/ for the first sound in word at) and phonics symbols will be used throughout this toolkit. There are 25 consonant phonemes and they are spoken with the mouth partially closed and the teeth, lips, or tongue interrupt the airflow. Words Syllables Onsets & Rimes Phonemes Phonological Sensitivity Phonemic Awareness U p d a t e d 2 / 2 1 level (i.e., phonemic awareness).3,4 Table 5 describes each skill and provides examples at various levels. Table 5. Phonological Awareness Skills Skill Description Examples (Unit of Language) counting counting the words in a sentence or phrase, the syllables in a word, or the phonemes in a word How many words are in this sentence: He went to the store. (WL – S) How many syllables are in the word bagel? (SL) How many sounds are in the word tap? (PL) categorizing identifying which words belong or do not belong Which word does not rhyme with the other words: cat, top, hat, or bat? (OR) Which word does not start with the same sound: cup, cap, hat, or cat? (PL) rhyming recognizing: determining when two words or more words rhyme Which of the following words rhyme: tap, cup, swim, cap? (OR) generating: producing a word that rhymes with a given word Tell me a word that rhymes with fan. (OR) blending putting units of language together to say a whole word birth + day = birthday (WL – C) teach + ing = teaching (SL) sw + im = swim = (OR) /t/ /ă/ /p/ = tap (PL) segmenting separating units of language and saying each unit individually Clap each word in the sentence: “I went swimming” (WL – S) campground = camp + ground (WL – C) teaching = teach + ing (SL) swim = sw + im (OR) tap = /t/ /ă/ /p/ (PL) manipulating adding: adding a unit of language to say a new word Add ground after camp. (WL – C) Add -ing after run (SL) Add /t/ to beginning of rim. (PL) deleting: removing a unit of language to say a new word Remove day from birthday. (WL – C) Remove -ing from swimming (SL) Remove /t/ from the word trim. (PL) Change base in baseball to foot. (WL – C) U p d a t e d 2 / 2 1 Skill Description Examples (Unit of Language) substituting: changing a unit of language to say a new word Change the /k/ in cat to /h/. (PL) Note. WL = Word-Level; C = Compound Words; S = Sentences; SL = Syllable-Level; OR = Onset and Rime Level; PL = Phoneme Level; based on Honig et al. (2018)4 The Importance of Phonological Awareness 1. Phonological awareness instruction leads to the development of the alphabetic principle – the understanding that speech sounds are represented by letters5 and is crucial for orthographic mapping – the process for storing words in the brain so their pronunciation, spelling, and meaning can be retrieved automatically3,6. When children understand the alphabetic principle and can accurately and automatically map sounds to their letters, they: o Spend less time focused on decoding or sounding out words, and o Have more space available in their memory to comprehend what they read.7 2. Some children enter kindergarten with basic phonological awareness skills (i.e., phonological sensitivity), but the majority of students will require a structured instructional approach to literacy that emphasizes phonemic awareness.3,5,8,9 o Phonemic awareness, the ability to identify, think about, and manipulate phonemes, is strongly associated with children’s reading achievement in later grades.10,11,12 o Teachers should dedicate more instructional time for activities that develop children’s phonemic awareness, than for activities that focus on phonological sensitivity (especially after kindergarten).3,4 3. Children with and at-risk for dyslexia often have difficulties with the phonological component of language that make accurate and fluent word recognition, decoding, and spelling challenging.13 It is essential that these children receive structured literacy instruction8 and supplemental intervention that: o Focuses on basic and more advanced phonemic awareness skills, o Is explicit, direct, systematic, sequential, and cumulative, o Is based on data and individualized to meet each student’s needs, and o Maximizes student engagement through multisensory approaches.14 U p d a t e d 2 / 2 1 Suggested Scope and Sequence for Phonological Awareness Instruction and Intervention There is no one agreed upon scope and sequence for phonological awareness instruction and intervention, but teachers should emphasize the most important phonological awareness skills that are related to later reading success: blending, segmenting, and manipulating (adding, deleting, or substituting).3,4 Tier 1/General Education/Core Instruction ● Kindergarten: Approximately 10-15 minutes of the daily reading block should be spent on phonological awareness instruction. Teachers should begin by teaching phonological sensitivity with larger units of language (i.e., words, syllables, and onsets and rimes), but the majority of instructional time should be spent on activities that develop phonemic awareness. ● First Grade: Teachers should plan for 10 minutes of phonemic awareness instruction daily for the first three months of school.3Teachers should focus exclusively on phonemic awareness, and only provide instruction to develop phonological sensitivity as needed. Sample 90-minute Core Reading Block Schedules: • Sample Literacy Blocks for grades K-5 • Sample Literacy Center Activities by Component Tiers 2-3/Intervention Students who have been identified through the screening process as needing additional reading intervention (through multi-tiered systems of support [MTSS], response to intervention [RTI], or dyslexia screening [SEA 21714]) should be provided with supplemental intervention to address their needs. Supplemental interventions (often described as Tier 2 or Tier 3 interventions) should be provided during the school day and should be in addition to the mandated 90-minute core reading block. Supplemental reading intervention lessons typically include several different lesson segments that address multiple components of reading (e.g., phonological awareness, letter-sound correspondences, decoding, spelling). Phonological awareness instruction should be one of those segments and Table 6 below provides guidelines for incorporating phonological awareness into supplemental reading lessons. U p d a t e d 2 / 2 1 Grades Sequence* (Aspect of Phonological Awareness) IN ELA Standards 1st Grade and Above (Basic & Advanced PA Skills) Segment the First Sound in One-Syllable Words with Simple and Complex Syllables (PA-PL) K.RF.3.4 1.RF.3.4 Blend Simple One-Syllable Words with 2-3 Phonemes (PA-PL) 1. Blend words that begin with continuous sounds 2. Blend words that begin with stop sounds K.RF.3.4 Segment Simple One-Syllable Words with 2-3 Phonemes (PA-PL) 1. Count the number of phonemes 2. Say each phoneme 3. Identify a phoneme’s position K.RF.3.4 1.RF.3.4 1.RF.3.5 Blend Complex One-Syllable Words with 3-5 phonemes (PA-PL) 1.RF.3.2 Segment Complex One-Syllable Words with 3-5 phonemes (PA-PL) 1.RF.3.5 Manipulate (Add, Delete, Substitute) Phonemes in One- Syllable Words (PA-PL) 1.RF.3.3 Note. *These are sequenced by approximate level of difficulty, from easiest to most difficult; WL = Word- Level; SL = Syllable-Level; OR = Onset and Rime Level; PL = Phoneme Level; PS = Phonological Sensitivity; PA = Phonemic Awareness Explicit Instruction in Phonological Awareness This section provides a routine/approach that teachers can use to explicitly and systematically teach phonological awareness skills without a pre-existing program or curriculum. It also addresses how to incorporate adequate practice, cumulative review, and multisensory approaches to maximize student engagement during phonological awareness instruction. The explicit instructional routine in Table 8 can be used to introduce new phonological awareness skills to students. This routine can be adapted for word, syllable, onset and rime, and phoneme-level skills. Additional examples of explicit phonological awareness instructional routines and lessons plans are available in the Phonological Awareness Resources section of this toolkit. U p d a t e d 2 / 2 1 Table 8. Sample Explicit Phonological Awareness Lesson Segment for New Skill Phonological Awareness Lesson Segment: New Skill Introduction and Practice Skill Blending simple one-syllable words with 2 phonemes Prerequisite Skills blending compound words, syllables, and onsets & rimes (provide short review/warm-up if necessary) Materials 2 counters for each student and the teacher (multisensory element), list of one-syllable words (simple syllables) with two phonemes (see IDOE Phonological Awareness Word List) Introduction & Purpose Today, we’re going to be working on putting together the sounds we hear in words. We’ve already worked on putting together bigger parts of words, but now we’re going to focus on each individual sound in the words we hear. This is going to help us become better readers and spellers. Explicit Instruction Step 1: Modeling (I Do) I’m going to say the individual sounds in a word and then put them together to make a whole word. As I say each sound, I am going to touch a counter. Then, I’m going to move the counters together and say the whole word. Listen and watch. /ă/. The teacher touches the first counter. /t/. The teacher touches the second counter. When I put /ă/ and /t/ together, the word is ‘at’. The teacher moves the counters together to ‘show’ sounds blending to make a word. Step 2: Guided Practice (We Do) The teacher places two counters in front of each student. Let’s try it all together. Touch each counter as I say the sounds. /ă/. Teacher and students touch the first counter. /t/. Teacher and students touch the second counter. Put the sounds together. What word? Teacher and students push the two counters together and say, ‘at.’ U p d a t e d 2 / 2 1 Step 3: Independent Practice (You Do) Your turn. Touch each counter as I say the sounds. /ă/. Students touch the first counter. /t/. Students touch the second counter. Put the sounds together. What word? Students push the two counters together and say, ‘at.’ Repeat Steps 1-3 Repeat steps 1-3 for two or three more simple one- syllable words (e.g., me, it, shy) until students are beginning to show proficiency. Once students begin to demonstrate they understand the concept, move to guided and/or independent practice with new words. Step 4: Additional Guided & Independent Practice Now that I’ve shown you how to put sounds together in words and we’ve practiced some words all together, let’s try putting together the sounds in some new words. Touch each counter as I say the sounds. /b/. Teacher and students touch the first counter. /ē/. Teacher and students touch the second counter. Put the sounds together. What word? Teacher and students push the two counters together and say, ‘be.’ Your turn. Touch each counter as I say the sounds. /b/. Students touch the first counter. /ē/. Students touch the second counter. Put the sounds together. What word? Students push the two counters together and say, ‘be.’ Step 5: Additional Independent Practice Your turn. Let’s practice all the words we’ve learned in this lesson. Touch each counter as I say the sounds. /sound 1/. Students touch the first counter. /sound 2/. Students touch the second counter. Put the sounds together. What word? Students push the two counters together and say, ‘/word/.’ U p d a t e d 2 / 2 1 Commercial Phonological and Phonemic Awareness Programs The resources listed below are examples of commercial programs that address phonological awareness skills. These programs are not endorsed by the Indiana Department of Education nor the Indiana University system. • Heggerty Phonemic Awareness Curriculum by Literacy Resources LLC • Phonemic Awareness in Young Children: A Classroom Curriculum by Marilyn Adams, Barbara Foorman, Ingvar Lundberg, and Terri Beeler • Road to the Code: A Phonological Awareness Program for Young Children by Benita Blachman, Eileen Ball, Rochella Black, and Darlene Tangel • Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech by Lindamood-Bell Learning Processes • The Intensive Phonological Awareness Program U p d a t e d 2 / 2 1 References 1. Scarborough, H. S., & Brady, S. A. (2002). Toward a common terminology for talking about speech and reading: A glossary of the "phon" words and some related terms. Journal of Literacy Research, 34(3), 299-336. https://doi.org/10.1207%2Fs15548430jlr3403_3 2. Brady, S. (2019). The 2003 IDA definition of dyslexia changes. Perspectives on Language and Literacy, 45(1), 15-21. http://www.onlinedigeditions.com/publication/?m=13959&i=572951&p=15&pp=1 3. Moats, L. C. (2020). Speech to print: Language essentials for teachers (3rd ed.). Brookes. 4. Honig, B., Diamond, L., Gutlohn, L. (2018). Teaching reading sourcebook (3rd ed.). Consortium on Reading Excellence in Education. Arena. 5. Baker, S. K., Beattie, T., Nelson, N. J., & Turtura, J. (2018). How we learn to read: The critical role of phonological awareness. U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. https://improvingliteracy.org/brief/how-we-learn-read-critical-role-phonological- awareness 6. Ehri, (2017). Orthographic mapping and literacy development revisited. In K. Cain, D. Compton, & R. K. Parrila (Eds.), Theories of reading development (pp. 127-146). John Benjamins. https://doi.org/10.1075/swll.15 7. LaBerge, D., & Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323. 8. International Dyslexia Association. (2017). Structured literacy: Effective instruction for students with dyslexia and related reading difficulties. https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with- dyslexia-and-related-reading-difficulties/ 9. Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51. https://doi.org/10.1177%2F1529100618772271 10. Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1997). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 65, 370-396. https://doi.org/10.1006/jecp.1996.2365 11. Bridges, M. S., & Catts, H. W. (2011) The use of a dynamic screening of phonological awareness to predict risk for reading disabilities in kindergarten children. Journal of Learning Disabilities, 44(4), 330-338. https://doi.org/10.1177/0022219411407863 12. O’Connor, R. E., & Jenkins, J. R. (1999). Prediction of reading disabilities in kindergarten and first grade. Scientific Studies of Reading, 3(2), 159-197. https://doi.org/10.1207/s1532799xssr0302_4 U p d a t e d 2 / 2 1 13. International Dyslexia Association. (2012). Definition of dyslexia. https://dyslexiaida.org/definition-of-dyslexia/ 14. Dyslexia Screening and Intervention Act, Ind. Code ¬ß 20-35.5-1-7 (2018). http://iga.in.gov/legislative/laws/2019/ic/titles/20/articles/35.5/pdf/IC%2020-35.5 15. Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guilford Press. 16. Foorman, B., Coyne, M., Denton, C. A., Dimino, J., Hayes, L., Justice, L., Lewis, W., & Wagner, R. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_foundationalreading_0407 17.pdf