Phonemic Awareness

Words: 1251
Pages: 6

Research Topic
Reading is a language-based skill that is essential for a child’s success. Reading relies heavily on phonemic awareness. Phonemic awareness is the competency of hearing, identifying, and manipulating individual sounds (phonemes) in words. Equally important, it is a precursor to the development of reading, writing, and spelling. Phonemic awareness has emerged into a prevalent deficiency in early readers.
Literature Search
Key Words
Phonemic Awareness, phonics, reading intervention, phonological awareness, reading improvement, reading instruction, struggling readers
WGU Library, Institute of Education Science
Additional Key Words
Struggling readers, early readers,
Useful Keywords
Phonics, reading intervention
…show more content…
Not to mention, there was clarification on common myths for phonemic awareness. In particular, the top three common myths are: phonemic awareness is the single most important factor in learning to read, the cause of reading problems is the lack of phonemic awareness, and phonemic awareness screening should take place at the beginning of kindergarten, just to name a few. The article also discussed how educators were immersed with research on phonemic awareness that led to conflicting views on phonemic awareness’s role in early literacy development, and how and when to address it. The research method used was ethnography. Findings enunciated that seeking commercial phonemic awareness training programs is a quick fix. Rather, an expertise system in literacy development, and a repertoire of developmentally appropriate and language-base strategies for assessment and instruction are imperious in order to foster students becoming literate. Of course, the strength of this article was that it provided an in-depth descriptive account of frequent claims on phonemic awareness with clarifications on what research actually represents. But, the weakness was a small amount of data leads to false assumptions and/or …show more content…
The data collection process included a quantitative meta-analysis for thirty-eight experiments to compare systematic and unsystematic phonics instruction. The quantitative research method was used for this study. Systematic phonics instruction by itself does not help students acquire all the processes they need to become successful readers. Teachers will have a better chance of making every student a reader by combining various forms of instruction to create a comprehensive reading program. The strength was the study was able to capture multiple aspects of best practices in order to implement phonics instruction as well as intensively describing systematic and unsystematic phonics instruction. Additionally, the triangulating data strengthened the validity of the research’s declaration that phonics needs to be joined with other contours of instruction to dream up a comprehensive reading program. Nonetheless, the weaknesses were research did not make a hearty cause and effect statement coupled with an insufficiency of rigor relative to customary