Module+4

​1. What does research say about the topic?

JM: The research shows that PA is very effective in helping students learn to read and spell. It also helps children to learn to read real words, and it boosted their reading comprehension. PA insruction significantly improved reading performance in three types of readers: children progressing normally in learning to read, younger children a risk for developing reading difficulties, and older children with a reading disability. LJ: I have talked to a first grade teacher who says that the years that she has focused more on PA, she saw a definite difference in her students' reading skills by the end of the year. We have all seen students who sound out a word: /d/. . ./o/. . ./g/ and read it "cat"! Lisa: Research says PA is a foundational reading skill and a predictor of success or failure. Research says PA instruction is beneficial to students and is easy to teach, a teacher, aide, or even a computer can be effective at teaching PA. ML: Research says that PA is the number one predictor of reading success. It is an auditory skill that is similiar but different from phonological awareness. RV: Research says that PA is an imporant early reading skill. It is effective in helping students make sense of words, sounds, and phonemes. MS: PHONOLOGICAL AWARENESS IS THE LARGE UMBRELLA WHICH INCLUDES RIME AND ONSET, PHONEMIC AWARENESS, RHYME, WORD PLAY, ENVIRONMENTAL PRINT, BOOK LAYOUTS, AND MORE. PHONEMIC AWARENESS IS ONLY ONE PART AND IT IS SO IMPORTANT FOR THE STUDENTS TO "HEAR" THE SOUNDS EVEN BEFORE THE STUDENTS START TO READ OR WRITE THE SOUNDS (PHONICS). A FIRM FOUNDATION OF PHONEMIC AWARENESS IS THE FOUNDATION FOR READING. THE TIME IS TO BE SHORT IN EXPOSURE FOR MOST OF THE STUDENTS. AND FOR OTHERS IT SHOULD BE LONGER.

2. Describe the relationship between phonemic awareness and phonological awareness.

JM: Phonemic awareness is a part of phonological awareness. Phonemic awareness refers to the ability to foucs on and manipulate phonemes in spoken words. Phonological awareness consists of various types of awareness, one being PA. It also includes awarenes of larger spoken units such as syllables, onsets, and rimes. LJ: Phonological awareness can also include being able to notice alliteration and rhyme. Lisa: JM doesn't leave much more to be said, she summed it up well Phonemic awareness deals with only one unit of sound, the phoneme. Phonological awareness deals with portions of words such as syllables, onset, rime. ML: I have to agree with what the 3 above me said. That pretty much sums up the concept. :) RV: ditto MS: IT IS AMAZING HOW MANY TEACHERS HAVE THE TWO TERMS CONFUSED.

3. What are ways you can adapt these concepts to the older ELL students who is beginning to read English?

JM: Research shows that you must begin with clear and direct teaching of the English sound system. The sounds should also be taught one at a time and in a clear sequence. Beginning with the short vowels and moving to the long vowels is a good beginning point. A great deal of repetition is also necessary. LJ: I think that it would also be good to use reading materials that "play" with language and use a lot of rhyme, allliteration, and assonance. I AGREE.

Lisa:Check out these websites for ideas to use with ELL/ESL students who need PA instruction; [] [] ML: All of you have great ideas. I think the importance of this is that it teaches multiple ways to read words and provides possibilities for spelling the word. RV: I think that it is importnat to not be intimidated by the age of the child and begin as we would with other early readers. Give them time to interact with the sounds and get a basic working concept before you expect them to apply it . 4. Your questions for your group.

JM: Since PA is proven to help older children with reading disabilities, what are some activities that can be done that don’t appear as young or “childish” as some activities used with younger students? LJ: Maybe using poetry to teach PA would be helpful. Using the poem to draw attention to words with the same onset or rhyme, counting syllables in lines of poetry, and similar activities. ML: I may be wrong, but my perception was that PA is mostly beneficial in earlier grades. Lynn, again I may be wrong, but those sound more like phonological awareness activities. I was thinking about alliteration in poetry though. Alliteration has to do with sounds.

LJ:Can children who do not learn phonemic awareness learn to become effective readers? ML: Now I am questioning myself. Should you go back and teach phonemic awareness to a 4th or 5th grader? I need to know since I am moving to 4th and 5th grade language arts.* MS: I PERSONALLY WOULDN'T TEACH PHONEMIC AWARENESS BUT I WOULD TEACH WORD PLAY, READ LOTS OF POETRY, WRITE POETRY, WORDS THEIR WAY, MORPHOLOGY, AND MORE. MAKE LEARNING, KNOWING AND PLAYING WITH WORDS AN IMPORTANT PART OF THE DAY. READ ISABEL BECK'S BOOK ON WORDS. Lisa: RV: I would teach both phonics and PA. Starting with PA is important to build a basic understanding that sounds make words which naturally leads itself into phoincs for me. I think that the two areas of reading are often confused and mixed together which may come from the fact that they are often taught at the same time.
 * Is PA the only appropriate early literacy skill to work on in Pre-K or do these kids need some phonics instruciton also?

RV Questions:

1. What are some effective strategies to model for teachers who are unfamiliar with teaching PA in the classroom? 2. Does your school teach PA and phonics seperately? 3. What grade do you think should formal PA lessons end?