Phonological Awareness

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Phonological awareness is a critical component underlying the alphabetic principles of written language. Beginning readers use oral and auditory input to decipher the sounds and structure of words. Whole group classroom instruction can target on onset and rhyming word patterns as one strategy that teaches this awareness. As an English language arts literacy activity, students are asked to listen for the beginning or ending sound of a word by listening to a familiar nursery rhyme read, singing songs, or by looking at picture cards that represent a word (Chard & Dickson, 1999). This skill requires students to segment beginning or ending sounds of words that are part of a word family (Chard & Dickson, 1999).
By deleting the initial phoneme …show more content…
A syllable is a word or part of a word that contains a vowel sound. Students can learn to segment multi-syllabic words in a whole classroom setting by clapping and counting the number of syllables or word parts they hear and use when speaking (Yopp & Yopp, 2009). For example, teachers might use Tom, a student in the classroom, to present the concept of a one-syllable word and then present the name Tina as an example of a two-syllable word. The teacher can incrementally increase the number of syllables to allow students the practice they need for discerning the number of syllables they hear. As these skills become more challenging, some students will require extra support that is found in a small group or remedial …show more content…
For example, a teacher will provide the student with a one syllable word such as snake and ask the student to repeat the word without the /s/ sound (Lane, et al., 2002). As a student progresses, the teacher can also apply this strategy to compound words. For example, a teacher can present the student with a two-syllable word such as funny. Then the teacher can cask the student to repeat the word without saying the /e/ sound.
Phoneme deletion instructional activities begin with the deletion of the beginning sounds of a word. Then the strategy focuses on the deletion of the ending sounds, and eventually, medial sounds (Lane, et al., 2002). These activities are designed for whole-group instruction and can provide additional support when used during non-instructional time. Students who continue to require more intensive explicit instruction can practice this activity in a special education or remedial setting. These settings can target the specific weaknesses that are based on the student’s individual
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