Phonological Awareness in Preschool
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1 Schools Teaching Early Phonological Awareness Skills Phonological Awareness in Preschool Stephanie Robbins Forbes, M.S. CCC-SLP James Madison University Harrisonburg, VA Lee Ann Sweet Gray, M.S. CCC-SLP Alleghany Highlands Hearing & Speech Center Low Moor, VA Nicholas Bankson, PhD. CCC-SLP James Madison University Harrisonburg, VA Development and distribution of this training module was funded with a grant from the Virginia Preschool Initiative by the Virginia Department of Education.
2 Purpose What prompted this project? Children who are most at risk for reading failure enter kindergarten... without early stimulating literacy experiences. (Lyons, 1998, p. 36) No specific requirements exist for preschool teachers regarding instruction in emergent literacy skills. 2
3 Purpose To assist preschool teachers in systematically facilitating emergent literacy skills, specifically phonological awareness. 3
4 Expected Outcomes What will you take with you today regarding phonological awareness? An understanding of... What it is & why it is important in literacy development Associated terminology Development English sound system Relationship to kindergarten & grade one Standards of Learning (SOL) 4
5 Expected Outcomes What will you take with you today regarding phonological awareness? An understanding of... Role of preschool teacher & other professionals Consequences for children not receiving instruction in preschool Activities Adaptations for atypically developing children Who is at risk 5
6 Phonological Awareness the ability to attend to the sound system of language separate from its meaning Includes awareness of: Rhyme Sentence Word Syllable Phoneme 6
7 Phonological Awareness phonological awareness phonemic awareness phonics NO
8 Phonological Awareness Phonemic awareness is: a subcategory of phonological awareness the awareness of & ability to manipulate sounds Phonics is: connecting letters with sounds 8
9 Phonological Awareness What is the relationship between literacy and phonological awareness? One of the best predictors of later reading success is early phonological awareness. (Adams, 1990) 9
10 Phonological Awareness Can phonological awareness be taught? Phonological awareness can be facilitated and facilitation can improve reading outcome. (Alexander, et. al., 1991) 10
11 Phonological Awareness Why is there a need for explicit instruction in phonological awareness?... research over the past 35 years has not supported the view that reading development reflects a natural process - that children learn to read as they learn to speak, through natural exposure to a literate environment. (Liberman, 1992) 11
12 Phonological Awareness Why begin phonological awareness instruction in preschool? Literacy skills begin to develop in early childhood before formal schooling and before learning to read. (Lyon, 1998; IRA & NAEYC, 1998; Bradley & Bryant, 1985) 12
13 Phonological Awareness What is the result of the lack of phonological awareness training on students entering kindergarten & grade one? Students entering first grade without phonological awareness are unable to induce spelling-sound correspondences from print exposure or to benefit from phonics instruction. (Juel & Leavell, 1988) 13
14 Development Emergent (prereader) Early (beginning reader) Fluent (independent reader) 14
15 Development Levels of Phonological Awareness Level 1 Awareness of Gross Differences Awareness of Rhyme Segmentation of Words into Syllables Level 2 Awareness of Initial Consonant Segments Alliteration (Awareness that two words begin with the same sound) Awareness / Segmentation of Onset and Rime Level 3 Phonemic Segmentation (Dechant, 1993) Phonemic Synthesis (Blending) of Phonemes and Syllables Phonemic Manipulation (Additions, deletions, substitutions, and reversals) 15
16 Development Exposure to rhyming games Correcting speech errors Playing with sounds Attend to rhyming sounds Attend to alliteration Tap out words / syllables Recognize onset-rime Focus on phonemes 16
17 Development Familiar with rhyme & alliteration Generate rhyming words Tap out phonemes Blend sounds into words Manipulate sounds Complete oddity tasks Sound-symbol identification Understand alphabetic principle Match spoken & written words Begin to spell independently 17
18 Development Count syllables in words Blend or segment to phonemes Identify new words Sound out & represent all sounds while spelling Decode one syllable & nonsense words Use letter-sound knowledge to sound out unknown words while reading Blend & segment orally presented words & sounds 18
19 Development Oral Language: K.1 The student will demonstrate growth in the use of oral language. K.4 The student will hear, say, and manipulate phonemes of spoken language. Reading / Literature: K.7 The student will develop an understanding of basic phonetic principles. 19
20 Development Oral Language: 1.1 The student will orally identify and manipulate phonemes in syllables and multisyllabic words. Reading / Literature: 1.5 The student will apply knowledge of how print is organized. 1.6 The student will apply phonetic principles to read. 20
21 Development What is the PALS? designed for the screening of kindergarten & first graders measures: Phonological Awareness Literacy Screening rhyme beginning sounds alphabet recognition letter sounds spelling concept of word word recognition (Grade one only) 21
22 Sound System Why is knowledge of the sound system important? To effectively teach phonological awareness, teachers need to know what sounds are and how they vary from the alphabet letters. 22
23 Sound System Are letters the same as sounds? NO! English Alphabet 26 letters IPA 42 phonemes 23
24 Sound System 24
25 Sound System Vowel quadrilateral 25
26 Sound System Tongue Position High / Front Low / Front High / Back Low / Back 26
27 Sound System /0]/ I /9]/ oy /0[/ ow 27
28 Sound System Phoneme symbols matching alphabet letters: s z p b t d m f k n v h g l r w 28
29 Sound System Phoneme symbols that do not correspond to alphabet letters: 29
30 Sound System Alphabet letters not used in the IPA: c x y q 30
31 Sound System 31
32 Sound System sounds are modified when in the context of other sounds as the articulators anticipate movement to produce upcoming sounds 32
33 Exercises Sound System 1. Which articulators are used to make the following sounds? A. /p/ D. /s/ B. /t/ E. /r/ C. /k/ F. /f/ 2. Match each sound on the left to the sound on the right that is made in the same place in the mouth, using the same articulators. A. /p/ 1. /v/ B. /s/ 2. /k/ C. /g/ 3. /b/ D. /f/ 4. /z/ 3. Which sound in each pair is voiced and which is voiceless? A. /p/ and /b/ B. /d/ and /t/ C. /g/ and /k/ D. /s/ and /z/ 33
34 Components of Phonological Awareness Listening is... the ability to attend to and distinguish both environmental & speech sounds from one another. (VA DOE, 1998) 34
35 Components of Phonological Awareness Listening includes... awareness of sound discrimination between sounds remembering what is heard comprehension of what is heard sequencing sounds isolating one sound from many attaching a label / symbol to a sound 35
36 Components of Phonological Awareness Rhyming is the first step in a sequence of phonological development that culminates in awareness of phonemes and thus makes it possible for children to learn the alphabet. (Bradley & Bryant, 1991) 36
37 Components of Phonological Awareness Steps of Rhyme Exposure Experience 2. Selection in context 3. Production in context 4. Awareness of sets 37
38 Components of Phonological Awareness Alliteration is... the repetition of sounds in neighboring words. Sally sells sea shells by the sea shore. 38
39 Components of Phonological Awareness Steps of Alliteration Exposure Experience 2. Selection in context 3. Production in context 4. Awareness of sets 39
40 Components of Phonological Awareness Segmentation is... breaking down linguistic units into smaller components. sentence word syllable onset-rime phoneme 40
41 Components of Phonological Awareness Steps of Segmentation... word awareness syllable segmentation compound words other two syllable words three syllable words onset-rime 41
42 Instruction Facilitating Phonological Awareness 1. Beginning speech sound awareness activities 2. Sound play activities 3. Rhyme, alliteration, & sound judgment tasks 4. Segmentation / blending tasks 5. Sound manipulation tasks (Catts, 1991) 42
43 Guidelines for Instruction Teachers should... Instruction 1. help children develop positive feelings toward learning. 2. conduct activities in group settings, encouraging interaction among children. 3. encourage children s curiosity about & experimentation with language 4. allow & be prepared for individual differences. 5. avoid making rigid judgments about individual children. (Yopp, 1992) 43
44 More suggestions... Instruction 1. Use simplified terminology. 2. Introduce listening ears. 3. Review frequently. 4. Expand on formal lessons throughout the day. 5. Keep parents & caretakers involved. 44
45 Instruction Who can benefit from phonological awareness instruction? All Children! 45
46 Instruction Language impaired children can benefit from phonological awareness & training should begin early. (Catts, 1991; Sawyer, 1987) Deaf & hearing impaired persons have access to phonology through speech reading & residual hearing. (Brady & Shankweiler, 1991) Young learning disabled children can be taught phonological awareness. (O Conner, et. al., 1993) 46
47 Instruction A child with... speech-language impairment learning disability central auditory processing disorder hearing impairment dyslexia dialectal difference weak auditory discrimination 47
48 Instruction Speech errors associated with reading difficulty... sequential errors assimilation metathesis segmental errors substitution weak syllable deletion 48
49 Instruction Direct Instruction Preschool Teacher Speech Language Pathologist Additional Support ESL Teacher Hearing Specialist LD Teacher 49 Reading Specialist
50 Instruction To help at-risk children... Provide visual cues. Ensure child is close to the sound. Provide a well lit environment. Provide slower rates of presentation. Reduce extraneous noise. Consider an FM system. Provide repetitions. 50
51 Instruction Green Eggs and Ham By Dr. Seuss Rhyme Exposure Experience Production Rhyme Sets Generalization 51
52 Instruction Disclaimer This list has been included as a guide to possible sources of materials. Every attempt was made to provide an accurate list. However, prices may have changed since the list was compiled. The Virginia Department of Education has not reviewed these materials and as a matter of policy does not recommend material. 52
53 Benefits Who benefits from Phonological Awareness Training? Children Preschool teachers Elementary teachers Parents 53
54 Alternative Uses Modify this module to inservice... Speech-Language Pathologists Kindergarten & Grade One Teachers Parents 54
55 All rights reserved. The Virginia Department of Education, James Madison University, and Virginia Schools participating in the Virginia Preschool Initiative are granted permission to duplicate any materials needed for training or classroom use. 55
56 For Additional Information contact: Barbara F. Jones Specialist, Reading/English (PRE K-3) Virginia Department of Education P.O. Box 2120 Richmond, VA Phone: FAX:
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