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Phonological Awareness. Ann Morrison, Ph.D. Phonological Awareness. Is an umbrella term over the following: Listening for sounds Rhyming Syllabication
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Phonological Awareness Ann Morrison, Ph.D.
Phonological Awareness • Is an umbrella term over the following: • Listening for sounds • Rhyming • Syllabication • Phonemic awareness – phonemic awareness refers to a student’s ability to blend, segment, delete, add, and manipulate individual sounds within words Ann Morrison, Ph.D.
Phonological Grain Size • Larger phonological grain sizes are longer utterances • Easier to hear and understand • Smaller grain sizes are brief sounds • More difficult to hear and understand Ann Morrison, Ph.D.
Larger Grain Size Smaller Grain Size Phonological Awareness • Phonemic awareness • Syllabication • Rhyming • Attention to sound Ann Morrison, Ph.D.
Phonological Awareness vs. Phonics Phonological Awareness Phonics Includes letters as well as sounds • The manipulation of sounds and can be done with the eyes closed Ann Morrison, Ph.D.
Matthew Effects of Reading Ann Morrison, Ph.D.
Attention to Sound • Separating sounds • Distinguishing between sounds • Sequencing sounds • Location of sounds • Identifying same and different sounds Ann Morrison, Ph.D.
Activity: Listening for Sounds • Sit quietly for 15 seconds, what did you hear? • Sit quietly for another 15 seconds, what did you hear first, second, third, etc. • Did you see the sounds being made? If not, how did you know what made the sounds? • Did any two sounds overlap? If so, how did you know they were two separate sounds? Ann Morrison, Ph.D.
Rhyming • Word endings that sound the same • Spelling doesn’t matter • Onset-rime Ann Morrison, Ph.D.
Rhyming Game • Teacher says a word • Student says a rhyming word • Go through all of the rhymes you can think of until you are repeating yourself • Words don’t need to be “real” words, nonsense words are fine Ann Morrison, Ph.D.
Syllabication • A syllable is a unit of spoken language • Consists of a vowel with a consonant or consonants before and/or after the vowel • Closed syllables make the short vowel sound: at, napkin • Open syllables make the long vowel sound: so, human • Syllables influence the rhythm, stress, and prosody of spoken words (emphasis on the right syllable) Ann Morrison, Ph.D.
Phonemic Awareness • Smallest units of sound • Addition • Deletion • Substitution • Manipulation Ann Morrison, Ph.D.
Explicit Instruction • Give instructions: I am going to say a word and I want you to say a rhyming word • Model: For example, if I say mop, you could say hop, top, cop, rop, fop, or another rhyming word. • Practice: Ready, let’s try one. Ann Morrison, Ph.D.
Error Correction Sometimes students will not be able to do what you ask them to do • Acknowledge something the student did right • Model the correct answer • Have them say the correct answer with you, maybe repeat if necessary • Have them try again • Don’t make them guess Ann Morrison, Ph.D.
Matching Initial Sounds Activity • Take a look at the items on your table • What are possible names for or ways to describe the items on your table? • One person picks an item and says a word to describe it, emphasizing the initial sound • Everyone else at the table looks for an item with the same initial sound Ann Morrison, Ph.D.
Initial and Final Sounds Activity • One person picks an item and says a word to describe it, emphasizing the final sound • The next person picks an object that begins with the final sound of the previous object and says it’s name • The third person finds an object that begins with the final sound of the previous object, and so on. Ann Morrison, Ph.D.
