PHONOLOGICAL AWARENESS PHONEMIC AWARENESS Ppt

PHONOLOGICAL AWARENESS &
PHONEMIC AWARENESS

INTRODUCTION
Phonological awareness and phonemic awareness are now used widely in discussion about reading but they are often misunderstood. The terms phonological awareness is sometimes used synonymously even in academic literature, so it is not surprising that there is confusion about their precise meanings. Some people also confused in phonics and phonemic awareness.
Although it depends on phonemic awareness, theses term do not mean the same thing. This paper begins with some definitions of terms before a fuller discussion of phonological and phonemic awareness and how this essential element can be taught.

Phonological awareness is the most important phonological element for the development of reading and spelling. Phonological awareness is a broad term referring to the ability to focus on the sounds of speech as distinct from its meaning on its intonation or rhythm, on the fact that certain words rhyme, and on the separate sounds. When children play with language by repeating syllables they are demonstrating an awareness of phonological element of rhyme.

On the other hand, phonemic awareness is the key indicator of a child’s success in learning to read and central to later spelling achievement.
(Stanovich, 1986,1994; Ehri, 1984). It is the ability to focus on the separate, individual sounds in words, the phonemes “The phonemes are the smallest unit of sound that make difference to a word’s of meaning (Armbruster, lehr and Osborne,
2003,pg.2) thus, if you change the first phoneme in word man from /m/ to /p/ you change the first word man to pan. Phonemic awareness is pre requisite for learning an alphabet code.

Phonemic awareness can be taught and learned. Effective strategies include teaching students to: identify a particular sound in a word; recognize the same sound in different words; recognize one word that begins or ends with a different sound from a group of three or four words; segment and blend the sounds in a word; and manipulate sounds in a word through deletion, addition, and substitution of other sounds. It also helps students learn to read and spell. The most effective instruction quickly moves the student from awareness of a particular sound to an association of that sound with a letter symbol. Once letter symbols are introduced, students should be able to manipulate the sounds within words by using the letter symbols. The most effective instruction quickly moves the student from awareness of a particular sound to an association of that sound with a letter symbol. Once letter symbols are introduced, students should be able to manipulate the sounds within words by using the letter symbols.

ASSESSMENT TOOLS
“Phonological Awareness Skills Test”

DEVELOPMENTAL ACTIVITIES

Phonemic Awareness
And
Phonological Awareness
Activities

CONCLUSION
Phonological awareness provides the basis for phonics. Phonics, the understanding that sounds and print letters are connected, is the first step towards the act we call reading. While phonemic awareness also involves an understanding of the ways that sounds function in words, it deals with only one aspect of sound: the phoneme. A phoneme is the smallest unit of sound in a language that holds meaning. Almost all words are made up of a number of phonemes blended together.

Though there is a distinction between phonological awareness and phonemic awareness the two terms are often used interchangeably. For the most part both are used to refer to what is technically phonological awareness. The more common term used to encompass both skill sets is phonemic awareness. In most literature on reading you will see “phonemic awareness” used. Know when you see this term usually the writer is actually referring to “phonological awareness”.

The best results occurs when instruction focuses on one or two phonemic manipulations at a time, rather than three or more manipulations. Several simultaneous manipulations may cause confusion, dilute the teaching of a particular manipulation, or introduce more difficult manipulations before easier ones have been mastered.