Phonological Awareness
Instructional processes for reading instruction have been argued about throughout time, though it has since been studied and determined that success in reading relates to acquisition of phonological awareness and word knowledge (National Reading Panel, 2000, p. 2-1). Word knowledge is the association of sounds and meaning, later transcribed to a symbolic system used to decode reading. Though without phonemes, the written language becomes ‘arbitrary’ (Yopp & Yoop, 2000, p. 131).
Concepts of words and phonology work hand in hand to promote reading success. For example, a horse is a visualised concept until phonological awareness is discussed and exemplified for a student to grasp the word and meaning (Konza, 2006, p. 37). Through word knowledge, …show more content…
Phonetics and phonemes is the deconstruction of words to smaller components within an oral language context. Rose recommends that synthetic phonics are needed for ‘letter-sound correspondence’, learning how words are blended and broken up for spelling and finally being able to recognize words in print, as well as singularly (2006, p. 18).
• Phonological awareness relating to fluency …show more content…
35). Students will not be able to associate speech to written language without the help of these smaller parts and identification of the alphabet (Konza, 2006, p. 36). Once children have established that words are made of sounds then association can be made to the alphabet as symbolization, or graphemes (Konza, 2006, p. 40). Alphabet knowledge precedes skills needed to learn to write and construct their own ideas to text (Seely Flint et al, 2014).
• Word knowledge is defined as...
The ability to decipher texts is reliant on knowledge of words. Though the teaching of phonics is an important instructional device in reading, word acquisition and application must be practised for effective decoding (Rose, 2006). When students to learn to read, they are assuming 4 roles of ‘code breaker’, ‘meaning maker’, ‘text user’ and ‘critic’ (Hill, 2007, p. 197). These roles are heavily reliant on semantics and syntax of the written language, which are unable to be employed without word knowledge.
• Word knowledge is related to comprehension
Concepts of words and phonology work hand in hand to promote reading success. For example, a horse is a visualised concept until phonological awareness is discussed and exemplified for a student to grasp the word and meaning (Konza, 2006, p. 37). Through word knowledge, …show more content…
Phonetics and phonemes is the deconstruction of words to smaller components within an oral language context. Rose recommends that synthetic phonics are needed for ‘letter-sound correspondence’, learning how words are blended and broken up for spelling and finally being able to recognize words in print, as well as singularly (2006, p. 18).
• Phonological awareness relating to fluency …show more content…
35). Students will not be able to associate speech to written language without the help of these smaller parts and identification of the alphabet (Konza, 2006, p. 36). Once children have established that words are made of sounds then association can be made to the alphabet as symbolization, or graphemes (Konza, 2006, p. 40). Alphabet knowledge precedes skills needed to learn to write and construct their own ideas to text (Seely Flint et al, 2014).
• Word knowledge is defined as...
The ability to decipher texts is reliant on knowledge of words. Though the teaching of phonics is an important instructional device in reading, word acquisition and application must be practised for effective decoding (Rose, 2006). When students to learn to read, they are assuming 4 roles of ‘code breaker’, ‘meaning maker’, ‘text user’ and ‘critic’ (Hill, 2007, p. 197). These roles are heavily reliant on semantics and syntax of the written language, which are unable to be employed without word knowledge.
• Word knowledge is related to comprehension