4 - Component 2 Phonological Awareness

Phonological
Awareness
Let’s Match
Component 2: Phonological Awareness
encompasses an awareness of
rhythm, rhyme, sounds and syllables
Component 2: Phonological Awareness
• Being phonologically aware means having an

understanding of all the levels of sounds –
rhythm, rhyme, syllabication and intonation”
(Sousa, 2005).
Phonological Awareness Strategies:
• children develop “ear” language
• hearing and identifying similar word patterns (rhymes and

alliteration)
• listening for and detecting spoken words and syllables
1. Poem recitation/jazz chants/nursery rhymes

2. Rhyme and Alliteration Detection

RHYMING
• understanding that words have the

same ending sound
• distinguishing words that rhyme
Rhyme Detection
ALLITERATION
• understanding that words have the

same beginning sound
• distinguishing and producing

words that have the same
beginning sound
Alliteration Detection

3. Word and Syllable Detection
WORD AWARENESS
• understanding that a sentence is
made up of words
• distinguishing words in a sentence
Word Detection
SYLLABLE AWARENESS
• understanding that words have
syllables
• distinguishing syllables in words
Syllable Detection
4. Blending and Splitting Syllables
a. Orally blend syllables to form a word
4. Blending and Splitting Syllables
a. Orally blend syllables to form a word
b. Orally split syllables
Strategies to develop phonological awareness
• Poem recitation / jazz chants / nursery

rhymes /
c h i n g
• Rhyme & Alliteration Detection
i t Tea
x p
• Word & Syllable Detection
E l ic
• Blending & Splitting Syllables
Phonemic awareness..
• refers to the understanding that

spoken words are made up of a series
of discrete sounds and that these
sounds can be manipulated.
Phonemic Awareness
“One of the most robust
findings of modern reading
research is that proficient
reading is strongly associated
with the ability to identify,
remember, and sequence
phonemes.”
Dr. Louisa Moats
• falls under the umbrella of
phonological awareness. It refers to the
understanding that spoken words are
made up of a series of discrete sounds
and that these sounds can be
manipulated.
• Only deals with speech and refers to the ability
to focus and manipulate phonemes in spoken
words
Prerequisite to PHONICS &

WORD RECOGNITION
facilitates growth in printed word
recognition.
Even before a student learns to read, we
can predict with a high level of
accuracy whether that student will be a
good reader or a poor reader by the end
of third grade and beyond
(Good, Simmons, and Kame'enui, 2001; Torgesen, 1998, 2004).

Why is Phonemic Awareness Important?
• It helps the children to learn to distinguish individual sound or
phonemes within words
• It helps them to associate sounds with letter and manipulate

sounds to blend words (during reading) or segment words (during
spelling)
Why is Phonemic Awareness Important?
solid phonemic awareness training for
• Children need
phonics instruction to be effective
• Explicit phonemic awareness instruction increases

reading and spelling achievement among
preschoolers, primary grade children and students
with learning disabilities
At least 80% of all POOR readers are
estimated to demonstrate a weakness in
phonological awareness and/or
phonological memory
Readers with phonological

processing weaknesses also
tend to be the poorest spellers
(Cassar, Treiman, Moats, Pollo, & Kessler, 2005).
Phonemic Awareness Activities:
1. Sequence of Sounds
Children direct attention to specific positions of sounds
within a word.
a. Phoneme Approximation: Identifying where a given
sound is heard in a word
b. Phoneme Isolation: Identifying beginning, middle,
and ending sounds in a word
1. Sequence of Sounds
Children direct attention to specific positions of sounds
within a word.
c. Phoneme Identification: Recognizing the common
sound in different words
d. Phoneme Categorization: Recognizing the word with
odd sound in a sequence of 3 or 4 words
2. Separation of Sounds
a. Phoneme Counting: Breaking a word into its
sounds by tapping out or counting the sounds or by
positioning a marker for each sound.
b. Phoneme Segmentation: Identifying individual

sounds within a word.
3. Blending of Sounds
a. Phoneme Blending: Orally blending the

phonemes to form syllables and words
4. Manipulation of Sounds
children manipulate sounds within words –

adding, exchanging, deleting, or transporting
phonemes to form new words.
a. Phoneme Addition: stating the word that is

formed when a specified phoneme is added
a. Phoneme Addition: stating the word that is
formed when a specified phoneme is added
b. Phoneme Deletion: stating the word that remains
when a specified phoneme is remove
c. Phoneme Substitution: substitute one phoneme

for another to make a new word
c. Phoneme Substitution: substitute one phoneme
for another to make a new word
d. Transporting Phoneme: moving one phoneme to

another position
What does scientifically-based research tell us about PHONEMIC
AWARENESS INSTRUCTION?
• Phonemic awareness can be taught and learned.
• Phonemic awareness instruction helps children learn
to read.
• Phonemic instruction helps children learn to spell.
(segmentation)
• Phonemic awareness instruction is most effective when
children are taught to manipulate phonemes by using the
letters of the alphabet.
• Phonemic awareness instruction is most effective when it

focuses on only one or two types of phoneme
manipulation, rather than several types.
Which of my students will benefit from phonemic
awareness instruction?
- all of your learners including preschoolers,

kindergartens, first graders who are just starting
to read, and older, less able readers.
- most of your students can be helped to learn to

spell
• Should I teach PA to individual students, to small groups, or the
whole class?
- small group instruction is more effective in helping your

students acquire phonemic awareness and learn to read because
in small group activities children often benefit from listening to
their classmates respond and receive feedback from the teacher.
How much time should I spend on Phonemic Awareness
instruction?
Your PA program should take no more than 20 hours in

a school year.
20 minutes daily for Kinder to Grade 3
BUT
Some of your learners will need more instruction
than the other.
The best Assessment will let you
approach is to know which students
assess student’s do and do not need PA
y? instruction, which
PA before you
begin Wh leaners should be
taught the easier types
instruction. of phoneme
manipulation.
Phonological Awareness: Defining Key Terms
Phonological
Awareness component sounds of spoken words
e.g., rhymes, syllables
Phonemic A particular type of phonological awareness: the

Awareness ability to reflect on and manipulate the phonemes and
spoken words
Phonics
The system by which the sounds in spoken language are
represented by the letters in printed language
THE SIX LEVEL OF PHONOLOGICAL AWARENESS
Level 1 Rhythm and Rhyme
• children develop “ear” language
• hearing and identifying similar word patterns

(rhymes and alliteration)
• listening for and detecting spoken syllables

Level
2 Parts of a Word
• children listen to sounds within words
• identifying onsets and rimes (syllable

splitting)
• blending individual sounds to forma word

(phoneme blending)
Level
3 Sequence of Sounds
• identifying where a given sound is heard in a

word (phoneme approximation)
• identifying beginning, middle, and ending
sounds in a word (phoneme isolation)
Level
4 Separation of Sounds
• children at this level have acquired a good sense of
phonemic awareness and are ready to divide words into
separate sounds or phonemes.
• counting the number of phonemes in a word (phoneme
counting)
• identifying individual sounds within a word (phoneme
segmentation)
Level
4 Separation of Sounds
• children at this level have acquired a good sense of phonemic

awareness and are ready to divide words into separate
sounds or phonemes.
• counting the number of phonemes in a word (phoneme
counting)
• identifying individual sounds within a word (phoneme
segmentation)
Level
5 Manipulation of Sounds
• Adding beginning, middle and ending

sounds of a word (phoneme addition)
• Substituting beginning, middle and ending
sounds of a word (phoneme substitution)
• Omitting beginning, middle and ending
sounds of a word (phoneme deletion)
Level
6 Transition into Written Language
Matching sounds to letters

Syllable splitting
Phoneme blending
Phoneme substitution
Phoneme Isolation
Phoneme Deletion
Let’s Design
Select three of the PA tasks/items
assigned to you in the activity.
Then, construct an assessment tool for

each PA Task.

Why is phonemic awareness so important and what is the opportunity?
Many students struggle with phonics because they don’t have the
prerequisite phonemic awareness skills… Research shows that
approximately 20% of students lack phonemic awareness… Many of these
students will fall behind their peers and/or be diagnosed with a disability.
However, phonemic awareness can be taught. And it doesn’t take a

great deal of time to bring many students’ phonemic awareness skills
up to a level at which phonics instruction begins to make sense… As
few as 11-15 hours of intensive phonemic awareness training spread
out over an appropriate time produced result… The goal of this
instruction is understanding how word works.
- From Wiley Blevins Fresh Look at
Phonics

4 - Component 2 Phonological Awareness

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Phonological

• Being phonologically aware means having an

• hearing and identifying similar word patterns (rhymes and

1. Poem recitation/jazz chants/nursery rhymes

2. Rhyme and Alliteration Detection

• understanding that words have the

• distinguishing words that rhyme

• understanding that words have the

• distinguishing and producing

1. Poem recitation/jazz chants/nursery rhymes

• distinguishing words in a sentence

• distinguishing syllables in words

• Poem recitation / jazz chants / nursery

• refers to the understanding that

Prerequisite to PHONICS &

(Good, Simmons, and Kame'enui, 2001; Torgesen, 1998, 2004).

• It helps them to associate sounds with letter and manipulate

• Explicit phonemic awareness instruction increases

Readers with phonological

b. Phoneme Segmentation: Identifying individual

a. Phoneme Blending: Orally blending the

children manipulate sounds within words –

a. Phoneme Addition: stating the word that is

c. Phoneme Substitution: substitute one phoneme

d. Transporting Phoneme: moving one phoneme to

• Phonemic awareness instruction is most effective when it

- all of your learners including preschoolers,

- most of your students can be helped to learn to

- small group instruction is more effective in helping your

Your PA program should take no more than 20 hours in

20 minutes daily for Kinder to Grade 3

Phonemic A particular type of phonological awareness: the

Level 1 Rhythm and Rhyme

• children develop “ear” language

• hearing and identifying similar word patterns

• listening for and detecting spoken syllables

• children listen to sounds within words

• identifying onsets and rimes (syllable

• blending individual sounds to forma word

• identifying where a given sound is heard in a

• children at this level have acquired a good sense of phonemic

• Adding beginning, middle and ending

Matching sounds to letters

Then, construct an assessment tool for

However, phonemic awareness can be taught. And it doesn’t take a

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