Phonological/Phonemic

Awareness
RDNG 361

Progression of Phonological Awareness

words
syllables
onset-rime division
phonemes

Phoneme
Awareness
Onset-Rime
Awareness
Syllable
Awareness
Word
Awareness

Phonological/Phonemic Awareness
RDNG 361

Progression of Phonological Awareness

words
syllables
onset-rime division
phonemes
[isolation/identification, blending, segmentation, deletion/addition]

Complex

Phonemic Awareness
Continuum

Deletion
Addition
Substitution

Segmentation
Blending

Simple

Most important for

reading and spelling

identity
Isolation

Categorization
See p. 76 in Next Steps

Phonological/Phonemic Awareness
RDNG 361

Phonological
Awareness

Fluency in
Context

Decoding
and Instant
Word
Recognition

Print Concepts

Automatic Word
Recognition

Background
Knowledge

Vocabulary

Language
Comprehension

Knowledge of Text
& Sentence
Structures

General
Purposes for
Reading

Reading
Comprehension

Strategic
Knowledge

Specific
Purposes for
Reading

Knowledge of
Strategies for
Reading

Cognitive Assessment Model

Give the student a book and ask the following

questions:

*Can you show me:

*a letter?
*a word?
*a sentence?
*the end of a sentence (punctuation mark)?
*the front of the book?
*the back of the book?
*where I should start reading the story?
*a space?
*how I should hold the book?
*the title of the book?
*how many words are in this sentence?

Phonological/Phonemic Awareness
RDNG 361

*Assessment Practice:
*Video Phoneme Segmentation Test
*With a partner:
*Two Peas Phonological Awareness Assessment
*Using a book

Phonological/Phonemic Awareness
RDNG 361

Kindergarten

http://reading.uoregon.edu

First Grade

http://reading.uoregon.edu

DIBELS Phoneme Segmentation Fluency

Scoring Examples
1

Phonological/Phonemic Awareness
RDNG 361

*Use a systematic and explicit direct

instructional approach.

*Small group instruction is best for most

children, but definitely for those below level.

*Teach sounds that are similar (visually as well

as how articulated) at least 3 weeks apart.
Teach students how the sounds differ.

*Sequence phonological skills from easiest to more

difficult. Consider these factors (p. 61):

*size of the spoken sound(s)

*the bigger the chunk of text, the easier to segment,

blend, or delete

*complexity of the linguistic skill

*move from easiest to hardest (ex. rhyming vs. phoneme

manipulation)

*number of units in the word

*sentences, syllables, phonemes

*Sequence phonological skills from easiest to more

difficult. Consider these factors (pp. 61-62):

*position of the sound within a word

*first sound
*last sound
*medial sound
*blends

*whether the sound is a continuous or clipped sound

*/m/ vs. /t/

*make the process more concrete

*ex. choosing between two objects rather than coming

up with their own examples

Phonological/Phonemic Awareness
RDNG 361

*Sources for phonological/phonemic awareness

activities:

*Next Steps pp. 65 - 80

*Florida Center for Reading Research (www.fcrr.org)
*Reading Rockets (www.readingrockets.org)
*University of Oregon Big Ideas in Teaching Reading
http://reading.uoregon.edu/

Source of difficulty is the failure to develop

phonological processing skills.

*Impacts learning letter-sound correspondences

*Impacts word recognition
*Impacts fluency
*Impacts comprehension

*
Read the article, Waiting Rarely Works: Late
Bloomers Usually Just Wilt
vSubmit Journal reflection
Assignment: Emergent Literacy Assessment
Due Oct. 12

Phonological/Phonemic Awareness
RDNG 361

*Online Module
*Video Decoding English
*Reading:
*Chapter 5 Phonics (with supplemental handout)
*Next Steps pp. 98-114
*Letter recognition activities pp. 88-93
*Phonics Instruction activities pp. 120-124

*Phonics Blog