Emergent Reader

Phonemic Awareness is one of the five pillars of reading. Research shows the necessity of phonemic awareness instruction and language development. The cornerstone of reading is phonological awareness, the ability to recognize and work with the spoken parts of words and sentences. This includes the elements of recognizing words that rhyme, segmenting a sentence into words, identifying the syllables in a word, and blending and segmenting onset–rimes. Included in phonological awareness is phonemic awareness, which is the ability to recognize and work with the phonemes (spoken sounds) in words.  

The most important early determinants for a student's success in reading include language proficiency and a solid background in phonological awareness. The earlier these lessons begin in life, the better the student's prognosis or outcome in literacy. The Great Leaps Phonemic Awareness interventions include morphemic awareness with language development activities. These preparatory activities will strengthen children's eventual reading and comprehension development. The present research shows that pairing phonological awareness with teaching the alphabet and sounds achieves the best results. Much of what is learned in phonological awareness activities enhances later learning, especially after the third grade. 

These phonological awareness and language development lessons should be part of the daily routine of instructing preschool to early 2nd-grade students. The results from these exercises should significantly affect their reading progress. Working on phonological awareness is also helpful for older students. The question becomes one of time. Our adolescents with reading problems must reach an independent reading level as soon as possible. Sadly, there often isn't time to do everything they need. These activities can also be successfully implemented with small groups.

Concepts will occasionally not connect. The teacher must know their students well enough not to spend time on the impossible but to take what the student knows and grow from there. Every effort must be made to elicit meaningful and pleasant conversations. Keeping things positive is the cornerstone of all Great Leaps' activities and interventions. Working with energy and passion is important in leading students to their goals.

When an activity page has many choices, choose those of high interest. You do not have to cover all the questions. Feel free to add your own or expand on our listed discussions. Our intention is language growth through high–interest conversations. 

The instructor takes a word or concept and elicits responses. The instructor should move on or adapt if the student does not understand the concept or shows little interest. When the response is positive, ride with it. If there are difficulties or a minimal response, move on. Creativity and "withitness" are called for. A reinforcing environment is critical for growth and success. 

Few opportunities exist in our culture for those who cannot read. You have the power to save lives, and our Great Leaps team is here to help you! Enjoy!

We can teach most children to read. Ken Pugh of the Windward Institute has stated that well over 90% of our children can be taught to read without equivocation. This is encouraging to those of us working in this reading crisis. Yet, a perpetual reading crisis remains. When used with fidelity, Great Leaps Reading has had children with reading difficulties consistently gain two years or more per year in their instructional reading level. These major gains generalize and impact the educational and language needs of the child. Great Leaps Digital Phonemic Awareness uses the same strategies to prepare the emergent reader for entry into Great Leaps Reading.

Proficiency in phonemic awareness significantly improves one's reading prognosis. Experts support the idea that phonemic awareness work can productively begin between ages three and four. The program should be scheduled every day of the week. The first lessons involve words, syllables, and sentences. This work can be supplemented with singing activities, which are all considered essentials in vocabulary development. The work in this program can be done effectively individually or in small groups.

The first activities involve repeating simple words and sentences. Repeating simple words teaches a student the concept of a word and assesses the student’s short–term memory.

The lessons may seem very simple but be assured they are a critical step in developing phonemic awareness. The students need to be carefully trained from the beginning in how to give a proper response. In this activity, the instructor will say the word, and then the student will repeat it precisely as it was spoken.

When you read a word, read it slowly with proper care for pronunciation and intonation.  There are several examples provided for each activity for this purpose. The main focus needs to be on student performance and achievement. 

When reading slowly, the instructor must continue properly intonating after the response, giving immediate feedback, praising a successful effort, or correcting the student's response. Immediate and focused correction are powerful teaching interventions.

These instructions are not an absolute script. The student must understand what is expected so the lesson will be successful. Your tone of voice should be friendly and reassuring at all times. Make sure to read the pre-exercise instructions before the student is on that exercise and present with you. These will provide guidance and context to work through the following exercises. Be yourself! 

The timing of the actual activity should begin once the instructor is assured that the directions can be followed and that the student is comfortable and ready to proceed. 

The instructor says, “I am going to say a word. Repeat the word to me exactly as I say it. Let's try one for practice. Remember, repeat the word exactly like I read it to you.”

 It is mastered when the exercise is completed correctly in one minute or less, and there are no errors. Errors are immediately corrected.  

Once a goal has been met, the student will move to the next lesson the following day,  Lessons should not require more than one week.