Embedded Files
Phonemic awareness is a subset of phonological awareness in which listeners are able to hear, identify and manipulate phonemes, the smallest mental units of sound that helps to differentiate units of meaning.
Students who do not yet have phonemic awareness skills may not be able to match letters to their sounds, rhyme, blend sounds into words, segment words into sounds, or manipulate sounds in words to create new words. These skills are crucial when learning to decode unknown words.
Decoding is a skill that is required for reading unknown words. Students may be able to memorize words, but what happens when they come to a word that they have no experience with? This is when word attack or decoding is necessary. Students must first know individual letter sounds and blends before being able to decode whole words.
Interventions
Interventions
Teaching consonant letter-sound correspondence in the initial position of words
Teaching consonant letter-sound correspondence in the final position of words
Teaching letter-sound correspondence for vowel digraphs, diphthongs, and r-controlled vowels
Teaching word families and multi-syllabic words with the "Compare and Contrast Game"
Progress Monitoring
Progress Monitoring
*Make sure to get three baseline points before starting your intervention!
Use the same tool for measuring baseline and monitoring progress
Monitor AT LEAST every other week
DIBELS benchmark norms (early reading, decoding, fluency, comprehension)
Nonsense Word Fluency (decoding)- DIBELS
i-Ready Universal Screeners and Growth Monitoring
First Sound Fluency (phonological awareness)- kindergarten only
Phoneme Segmentation Fluency (phonological awareness)- k-1
Use grade-level standards (make sure you know the expectation for each part of the year for comparison) e.g.:
Letter Identification
Letter-Sound Identification
Useful Strategies/Accommodations for gaining basic reading skills:
Useful Strategies/Accommodations for gaining basic reading skills:
Try matching visuals with what you want the student to do. The bookmark above can be a helpful tool for cueing students to using previously learned strategies. Make sure you teach the strategies first. (To print- highlight, right click, and hit "print" or copy and paste into a word document)
Match specific letter sounds with a specific movements to get the whole brain involved
Color code vowels
Tap out sounds and syllables
Use a variety of sensory activities to teach letters and sounds (e.g., writing letters/words in shaving cream or sand, using finger to write word in the air, etc.)
Sing songs using letters and their sounds, pair each letter with a gross motor movement to gain full brain involvement in reading exercises
Read aloud to students and have them follow along
Listen to audiobooks and follow along
Eliminate auditory distractions
Shorten instructions and present verbally, rather than in written format
Allow extended time for reading tasks
Consider modifying work down to their reading/writing level (may need to look at individual sounds rather than whole words)
Play word games: take turns saying rhyming words, take turns changing last sound in a word (e.g., back, bag, band, bar), take turns changing middle sound in CVC words (e.g., rag, rug, rig)
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