Phonological Awareness Paper

Phonological awareness is the ability to attend explicitly to the phonological structure of spoken words. Failure to develop an adequate vocabulary, understanding of print concepts, or phonological awareness during the early (preschool) years constitutes some risks for reading difficulties. Phonological awareness skills are believed to be predictive of a child’s ease in learning to read. More than 20 percent of student’s struggle with some aspects phonological awareness, while 8-10 percent exhibit significant delays (Adams et al. 2.). Phonemic awareness is the insight that every spoken word can be conceived as a sequence of phonemes. It is the understanding that spoken language can be analyzed into strings of separate words and that words can be analyzed in sequences of syllables and phonemes within syllables. Young children begin to notice sound similarities in the words they hear. People who can apart words into sounds, recognize their identity, and put
them together again have the foundation skills for using the alphabetic principle (Liberman, Shankweiler, & Liberman, 1989; Troia, 2004).
Vocabulary is important to reading comprehension. Students can’t understand what they are reading without knowing what most of the words mean. As student’s become more exposed to books and more advanced texts, they must learn the meaning of new words that are not part of their oral vocabulary.
Reading comprehension is to understand what you are reading or what you have read. Reading comprehension is an intentional, active, interactive process that occurs before, during and after a student’s reads a particular piece of writing. Without reading comprehension, reading is nothing more than tracking symbols on a page with your eyes and sounding them out (Smith, 2008).
Five recommendations for improving reading comprehension in kindergarten through third grade will be to train teachers in phonological and phonemic awareness training.
Some exercises in these trainings will be directing student’s attention to rhyme. Recommendations to improve vocabulary will be actively and systematically teaching vocabulary to students (Pearson et al., 2007). Teach words, morphology, and word origins are an important component in any vocabulary learning program. It’s recommended that exposing students to all types of words is all a recommendation for improving reading comprehension. Reading informational books and chapter books that introduce complex and rich vocabulary increases vocabulary as well for children. Dividing reading activities into three categories; pre-reading, which allows students to collect and defining vocabulary words from text. Reading, allows teachers to guide student’s interaction with text and post-reading allows students to summarize what they have read(Babbit,
1998).
The recommendations address the critical areas in the following way. Some children have a good sense of phonemic awareness, but to differing degrees. It is important to determine the child’s level before placing them into groups and beginning instruction. Phonemic awareness is usually acquired naturally through exposure to print. If a child learns to identify the relationship between the sounds of our language and letters, he will have an easier time identifying words, leading to improved reading comprehension. Failure to master phonics is the number one reason that children have difficulty learning to read. One way to help children is to help them build their vocabulary. Beginning readers use knowledge about words to help them make sense of what they're reading. The more words a reader knows, the more they are able to comprehend what they're reading or listening to. Daily conversations and reading with your students are two terrific ways to help them hear and read new words. Afterwards we must The more words a reader knows, the more they are able to comprehend what they're reading or listening to.
I would incorporate those recommendations into my future teaching practice by teaching phonics systematically as part of a complete reading and language arts program. I will encourage students to write and spell notes, e-mails, journals, and messages using what they know about sounds and letters.
I would broaden student’s knowledge and vocabulary by using a variety of strategies such as providing information books and literature rich in new concepts, knowledge, and vocabulary planning and technology. I will use enlarged texts, charts, and children’s own reading materials of texts. To help develop reading comprehension strategies an monitor their own understanding, I will engage them in guided discussion when reading or listening. I will ask students to make predictions about stories, and notice when text does not make sense.

References
The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions
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Scaffolding: Strategies for Improving Reading Comprehension Skills

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