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Phonemic awareness is a term that includes different levels and is the understanding that words spoken out can also be broken down into individual phonemes. Many people mix phonemic awareness with phonics, but phonemic awareness focuses more on the sounds that derive from spoken languages. When students transition to phonics, they understand and learn the pattern between the letters and a phoneme, which is the sound, and how these represent different individual sounds in written language.
Phonological awareness consists of four developmental levels, syllable awareness, word awareness, phonemic awareness, and onset-rime awareness. The best way to develop these types of awareness in students is to develop an understanding of sounds, spoken words, and syllables. Read further below and learn everything about Phonemic awareness.
It’s important to help kindergarten and first-grader develop phonemic awareness because of how it can lead to grammatical development. According to Blachman (2000), students that have robust phonological awareness are likely to become better readers. Similarly, students with weak phonological awareness are likely to have poor reading skills.
One of the main reasons one must attain proper phonemic awareness is to improve their reading. With good reading skills comes good grammar.
Other than good reading skills, a student’s literacy performance can also depend on phonemic awareness. According to Gillon (2004), phonemic awareness can predict one’s literacy performance more accurately than other variables, such as socioeconomic status, intelligence, and vocabulary knowledge. Fortunately, teachers can use phonemic awareness in their teaching, which is highly beneficial for students.
Another reason phonemic awareness is important is that kindergarten schools require that the child have proficient phonemic awareness.
Students who lack such skills are usually from low-income households and thus require explicit instruction. When teachers engage their students in class to help them learn about the different sounds, they gradually develop phonemic awareness.
As mentioned earlier, phonological awareness is an umbrella term that consists of four developmental levels. The levels include:
Each level starts with easy bits, and as you go further, it starts to get a bit more complex. For each level, the instructor starts with sentence segmentation, blending, rhyme recognition and isolation, in order. Each level takes the categories differently, and they increase in difficulty to improve a student’s phonemic awareness.
One of the most challenging parts of the phonemic awareness levels is deleting, adding, and substituting awareness. Blending phonemes into words and segmenting them into phonemes automatically directs to a person’s spelling and reading skills. It is important to plan the instruction and go systematically to develop appropriate phonemic awareness.
Teaching phonemic awareness to a student can get a bit complicated, but once you have the right strategies, you can easily get through. Every student will grasp phonemic awareness at different times. Some may pick it instantly, while others need more emphasis and guidance.
Most of it is taught through listening games and activities, but instructors may have to teach it explicitly, depending on the student. Some students may be more comfortable with oral segmenting and oral blending as these are quite interesting and involve different activities.
Here are a few strategies you must remember and use when building a student’s phonemic awareness:
As mentioned earlier, you have to make phonemic awareness more engaging and fun for younger children when teaching them. Children always like being involved in fun activities, and there are many you can initiate when it comes to phonemic awareness. Mentioned below are a few ideas for games and activities that support phonemic awareness:
In this game, you ask the student to tap their shoulder if they hear a particular sound. You can give them a sound such as ‘a,’ and whenever they hear words like ant, apple, etc., they have to tap their shoulders.
The game “I Spy” can never get old –children love playing the game because it requires alertness and focus. You can ask students to look for specific items in the room and then segment a whole word instead of using just the initial phoneme. An example of this would be “I spy with my little eye an apple” and then let the student find a picture of an apple. As they look for the item, they understand the sound, repeating the word in their mind over and over.
Ask your students to jump one step forward for each phoneme in a word. Make your students stand in a line or alone and say a word, and see if they are aware of all the phonemes.
When instructing children, make sure to emphasize recognizing phonemes. One example is to say, “Can you find your c-oa-t?”
Give a jumbled set of letters to your student and keep changing one letter every time they make a new word. Keep repeating until they complete a full circle.
Certain factors can get in the way of a child’s phonemic awareness. There are different ways to see if they need extra help or may struggle with grasping simple learning stages of phonemic awareness. Mentioned below are a few factors that can affect a child’s phonemic awareness:
Autism is a mental spectrum in which children have sound and speech difficulties and may also struggle with auditory processing disorders. Autistic children are more likely to be visual thinkers. Consequently, they may find abstract concepts like segmenting and oral blending difficult. Children with autism are more comfortable with magnetic letters and concrete objects, so use these techniques to help them.
Dyslexia is a learning disorder that affects children’s ability to recognize letters. Consequently, it’s difficult for them to grasp reading and spelling. Dyslexic children also have phonemic awareness, so they need extra help and support when it comes to phonemic awareness.
Some children have a working memory in which they have the ability to manipulate the information in their minds for a certain period of time. Verbal working memory can affect one’s performance in phonological awareness tasks, and they may not be able to engage in certain activities like retelling stories, rote learning, singing songs, or recalling instructions.
Children with hearing difficulties may also have a tough time when exposed to phonemic awareness. Hearing difficulties may make it difficult for the student to take part in auditory activities that support phonemic awareness. To find a solution in the early stages, it’s important to detect the issue as soon as possible. This explains why children should take a hearing test in their first year of school.
Hopefully, with the help of this article, you are able to help students with phonemic awareness and engage them in different activities. As you can see, phonemic awareness is essential when it comes to a student’s grammatical development, and it’s important to emphasize it.
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