Phonolgical Awareness

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www.readingrockets.org/teaching/reading-basics/phonemic 

Phonological awareness is a critical early literacy skill that helps kids recognize and work with the sounds of spoken language.

Phonological awareness is made up of a group of skills. Examples include being able to identify words that rhyme, counting the number of syllables in a name, recognizing alliteration, segmenting a sentence into words, and identifying the syllables in a word. The most sophisticated — and last to develop — is called phonemic awareness.

Phonemic awareness is the ability to notice, think about, and work with the individual sounds (phonemes) in spoken words. Manipulating the sounds in words includes blending, stretching, or otherwise changing words. Children can demonstrate phonemic awareness in several ways, including:

• recognizing which words in a set of words begin with the same sound
  ("Bell, bike, and boy all have /b/ at the beginning.")

• isolating and saying the first or last sound in a word
  ("The beginning sound of dog is /d/." "The ending sound of sit is /t/.")

• combining, or blending the separate sounds in a word to say the word
  ("/m/, /a/, /p/ – map.")

• breaking, or segmenting a word into its separate sounds
  ("up – /u/, /p/.")

This diagram explains the relationship between phonological awareness and phonemic awareness:

Phonological and phonemic awareness and phonics: different but interrelated

Sometimes phonological and phonemic awareness are confused with phonics; they are two different yet interrelated skills.

Phonological and phonemic awareness refer to spoken language — the understanding that the sounds of spoken language work together to make words.

Phonics refers to the alphabetic principle — the idea that letters represent the sounds of spoken language.

Children who cannot hear and work with the phonemes of spoken words will have a difficult time learning how to relate these phonemes to letters when they see them in written words.

To learn more about phonological and phonemic awareness, browse the articles, parent tips, research briefs, and video below.

For Parents

• Nursery Rhymes: Not Just for Babies!

• Clues to Dyslexia in Early Childhood

• Tips for Teaching Your Child About Phonemes

• Playing with Word Sounds: Stretch and Shorten

Research Briefs

• Report of the National Reading Panel: Teaching Children to Read

• Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities

• Auditory Processing in Noise: A Preschool Biomarker for Literacy

• Talking to Children Matters: Early Language Experience Strengthens Processing and Builds Vocabulary

• Developing Early Literacy: Report of the National Early Literacy Panel

• Getting Ready for Reading: Early Phoneme Awareness and Phonics Teaching Improves Reading and Spelling in Inner-city Second Language Learners

• Developing Phonological Awareness and Word Recognition Skills: A Two-year Intervention with Low-income, Inner-city Children

• Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?