Phonological awareness programs

Tasks of phonemic awareness

• ANITALITION OF ALLITERATION (also known as a phonemine and categorization of sound or phonemes): for example," which "which the word has a different first sound: bed, bus, chair, ball ?" ^[17]
• Phoneme matching: e. g. "Which word starts with the same sound as bat : horn, bed, cup ?" ^{[ 17]}
• Phoneme isolation: e.g. "Name the sound you hear at the beginning of the word food " ^[3]
• Phoneme completion: e.g. "Here is a picture of a clock. Complete the word for me: va _____ " ^[14]
• Phonemes mixed with words or non-words: eg "What word do these sounds form: Moon ?" ^[10]
• Phoneme deletion, also called phoneme deletion: e.g. "Say Coat . Now say it again, but don't say /k/" ^[15]
• Segmentation of phonemes with or without words words: for example, "How many sounds can you hear in a word?" Is this ? ^[13]
• Phoneme reversal: e.g. "Say on (as in nap ). Now say in reverse " ^[10]
• Phoneme manipulation: e.g. "Say jerk . Now say it again, but instead of /æ/ say /I/" ^[15]
• Spoonerism: e. g. felt made becomes melt fade ^[13]

The development of phonological awareness is closely related to general language and speech development. Vocabulary size, as well as other measures of receptive and expressive semantics, syntax, and morphology, are consistent parallel and longitudinal predictors of phonological awareness. ^{[20] [30] [24] [31] [32] [33] [34] [35] [36]} in accordance with this opening in accordance with this opening in accordance , children with communication disorders often have poor phonological awareness. ^{[37] [38] [39]}

Phonological development and articulatory accuracy are often associated with phonological awareness skills, as for children with typical speech ^{[40] [41]} and speech impaired. ^{[2] [42] [43]} In addition to the main stages in the development of speech and language, the ability to process speech and language is also associated with phonological awareness: like speech perception ^{[33] [44] [ 45] [46]} and verbal short-term memory ^[44] were simultaneously and predicatively correlated with phonological awareness abilities.

Phonological awareness and reading

Phonological awareness is an important factor in determining success in learning to read and spell. For most children, strong readers have strong phonological awareness and poor readers have poor phonological skills. ^{[4] [5] [6] [47]} Phonological awareness skills in preschool and kindergarten also strongly predict how well a child will read during the school years. ^{[16] [48] [49]} In addition, interventions to improve phonological awareness lead to significant improvements in reading skills. ^[16] Phonological awareness training improves reading and spelling skills, but the opposite is also true: literacy training improves phonological awareness skills. ^{[50] [51] [52] [53]} The relationship between phonological awareness and reading ability changes over time. ^[54] All levels of phonological awareness (syllable, rhyme onset and phoneme) contribute to the development of reading skills in kindergarten through second grade. ^{[55] [56]} However, after the second class, abilities at the level of phonemes play a more important role. ^[57]

Phonological awareness and literacy are often explained in terms of transcription and coding. ^{[1] [58] [59] [60] [61] [62]} In reading, decoding refers to the process of matching the written representation of a word with its verbal representation. Decoding, especially in the early stages of reading, involves matching the letters in a word to their corresponding sounds and then combining those sounds into a word word. Encoding: The process used in writing is similar, although the process is in the opposite direction, with the verbal representation of the word being encoded in writing. Again, especially in the early stages of reading, encoding involves identifying the sounds in a verbal word and then mapping those sounds to a sequence of letters to make out the written word. Both encoding and decoding require phonological awareness because the child must know the sounds in the words in order to associate them with the sounds of the letters.

Intervention

Phonological awareness is an auditory skill developed through various activities that introduce learners to the sound structure of language and teach them to recognize, identify and manage it. Listening skills are an important foundation for developing phonological awareness, and they are usually developed first. ^{[12] [63]} Thus, the scope and sequence of instruction in an early childhood literacy program typically begins with an emphasis on listening as teachers instruct children to pay attention to and distinguish sounds, including environmental sounds and speech sounds. Early phonological awareness training also includes the use of songs, nursery rhymes, and games to help students become aware of sounds and rhythms of speech rather than meanings, including rhyme, alliteration, onomatopoeia, and prosody. While exposure to different sound patterns in songs and poems is the start of developing phonological awareness, exposure alone is not enough because traditional activities that are accompanied by songs and nursery rhymes usually focus on helping learners understand the meanings of words rather than reverse attention to sounds. Therefore, different strategies need to be applied to help students become attentive to sounds instead. Specific activities that involve students in paying attention to the sounds of the language and demonstrating their recognition include waving their arms while listening to rhymes, stomping their feet along with alliteration, clapping at syllables in names, and stretching their arms slowly while segmenting words. Phonological awareness is technically only about sounds, and students do not need to know the letters of the alphabet to be able to develop phonological awareness.

Students in primary education sometimes learn phonological awareness in the context of literacy activities, especially phonemic awareness. ^[64] Some research suggests that, at least for older children, it may be beneficial to expand the development of phonological awareness skills in the context of letter and spelling activities. ^{[ citation needed ]} A number of scientists are working on this approach. ^{[ 9 Blachman, Benita (2000). Road to Code: Phonology Awareness Program for Young Children . Baltimore: Paul H. Brooks. ISBN 1557664382 . OCLC 42692283.}

further reading

• Gail T. Gillon (November 20, 2017). Phonological awareness, second edition: from research to practice . Guildford Publications. ISBN 978-1-4625-3291-9 .

external links

• WikEd phonemic awareness page

Phonological awareness - no-regime.com

phonological information. It denotes the ability to record, process, retrieve and store linguistic information. Information that allows you to use knowledge of the phonetic structure of the language. To do this, children must look beyond the meaning of language and understand that sentences are made of words, words are made of syllables, and syllables are made of sounds, that some words are longer and others are shorter. It's about understanding what the first sound of a word is, how it ends, and that some words rhyme.

There are two main aspects: Phonological awareness in a broader sense includes the ability to break words into syllables and combine syllables into one word. On the other hand, phonological awareness in a narrower sense describes the ability to recognize original sounds, form a word from sounds, or break a word into its sounds.

Contents

• 1 Development of phonological awareness
• 2 Importance of early detection
• 3 diagnostics
  • 3.1 Prevention options before and at the start of writing
• 4 See also
• 5 Bibliography
• 6 web links
• 7 individual proofs

Development of phonological awareness

It can be assumed that phonological awareness skills in a broader sense are first studied. This includes, for example, identifying rhymes and segmenting syllables. These skills are often acquired spontaneously, while phonological awareness skills in a narrower sense are usually acquired through explicit guidance, such as B. in school. If, for example, children acquire the ability to identify individual sounds from words before they go to school, or to form a word from several sounds, this indicates an understanding of the phoneme-grapheme correspondence.

The Importance of Early Detection

Enrolling a child in school does not mean “zero hour” in terms of learning to write. Instead, learning to read and write is tied to previous skills that children develop differently at the start of first grade. Phonological information processing and especially phonological awareness are of particular importance.

The ability to analyze the sound structure of words and, if necessary, manipulate them is greatly facilitated by school lessons. But it already plays a huge role in entering the school. Children who have problems in this area by the end of kindergarten are also at risk of developing reading and spelling difficulties (dyslexia).

Phonological awareness is the most important single predictor (=characteristic with predictive power) of reading development (Elbro 1996), and a strong relationship can be demonstrated between it and spelling ability. About 2/3 of children who later develop reading and spelling disorders can already be recognized in preschool or at school entry due to poor phonological awareness.

For this reason, the early diagnosis of problems in the area of ​​phonological awareness is recognized by many researchers as a special role in prevention. However, a number of more recent studies attribute the diagnostic and predictive power of tests to phonological awareness, as well as the need and effectiveness of their promotion before the start of reading and writing lessons.

Diagnosis

There are several tests for recording phonological awareness at the beginning of learning, of which the Bielefeld Screening (BISC, Jansen et al. , 1999) is by far the best known. The BISC is a single test (taken on only one child at a time) and takes about 30 minutes. A "Group Test for Early Detection of Reading and Spelling Difficulties" has also been available since 2004 and can be given in small groups of a maximum of 10 to 12 children (Barth/Gomm 2004).

The test includes six sections: rhyme recognition, syllable segmentation, initial sound analysis, sound synthesis, word length determination and final sound determination. Processing time 45 (kindergarten) or 60 minutes (school entry). The Test Guide contains cut-off criteria (thresholds) against which to base the risk of reading and spelling difficulties. With the group test, 84.7% of the children were correctly classified in the test evaluation.

Sensitivity was 63%, specificity 87.1%, i.e. HOUR. 63% of later affected and 87.1% of later unaffected children were correctly identified as such. Thus, most children at risk can receive special support measures in a timely manner, and children who are erroneously classified as children at risk will certainly not suffer from additional support measures. However, since not all at-risk children are recognized long-term, the teacher must remain vigilant during the first reading lesson.

In addition to the two procedures mentioned, there are a number of other checks for preschool and primary schools:

1. Breuer and Weiffen (1994) differentiation pattern
2. "Hörhausen Tour" Marchinka et al. (2001) and related tutorial "Learning to Read and Write Easier with Witch Susi" Forster and Marchinka (2001)
3. Basic Reading and Writing (BAKO) from Stock et al. (2004)

Prevention options before and at the beginning of the development of written speech

As early as the 1980s, Sweden developed an early childhood education program that has been scientifically proven to be effective (Lundberg et al. 1988). The children who participated in this curriculum had a clear advantage in their further learning of written language. This program has been adapted for the German-speaking region by Küspert and Schneider (2003, 4th edition) under the title "Hören, Lausch, Learn" and its effectiveness has been tested in several longitudinal studies.

Children who were classified as at risk at preschool age based on Bielefeld screening (Jansen et al., 1999) achieved almost identical results in reading and spelling at school after graduation, as unsupported children from the unread control group. . In this way, the risks could be compensated to a large extent by training in the second half of the kindergarten year (Küspert 1998). But not only children at risk benefit from this training program. Even normally gifted children showed a clear improvement in written language acquisition and a significant improvement in reading and writing skills (Schneider et al. 1998).

The program is designed for 20 weeks and consists of 6 units (eavesdropping, rhymes, sentences and words, syllables, initials and phonemes), a total of 57 units of exercises. Two groups of exercises for 5 minutes each are planned for each day. The order of the exercises is given, and the tasks are ranked according to increasing difficulty. The optimal application deadline is the last six months of kindergarten and the starting stage. The application does not cause problems even after a short learning period. B. can also be carried out by teachers.

In addition to the exemplary theoretical basis and proven effectiveness of the program, its ease of implementation and ease of use should be emphasized (Souvignier 2003). However, other studies show that alternative funding programs perform just as well - and that there is a very large variation within individual programs (see Brügelmann, for example, Franzkowiak 2008, Lenel 2005, Rackwitz 2008 and review by Hans Brügelmann 2005/2009).

See also

• Phoneme analysis

Bibliography

• C. Barth, B. Gomm: Group test for early detection of reading and spelling difficulties . Ernst Reinhardt, Munich 2004, DNB 972355154.
• H. Breuer, M. Weiffen: learning difficulties at the beginning of school. School Entry Diagnostics for Early Identification and Early Support . Beltz, Weinheim 1994, ISBN 3-407-62170-1.
• H. Brügelmann: Predictive risk of risk predictions - an opportunity for "children at risk"? In: B. Hofmann, A. Sasse (ed.): Transitions. Children and letter between kindergarten and school. Report of the annual meeting of the German Society for Reading and Writing. German Society for Reading and Writing, Berlin 2005, ISBN 3-9809663-2-1, pp. 146–172. (updated 2009 in online pdf version)
• K. Elbro: Early linguistic abilities and reading development: a review and a hypothesis. B book. : Reading and writing. 8 (1996), pp. 453-485.
• M. Forster, S. Marchinke: Learn to read and write easier with Witch Susie. Phonological awareness exercises and games . Auer, Donauwörth 2001, ISBN 3-403-03483-6.
• T. Franzkowiak: From the BLISS symbol to alphabetic writing. Development and testing of an approach to preschool support to prevent learning difficulties in the acquisition of written language. Thesis. Siegen 2008, DNB 989767124. (website: dokumentix.ub.uni-siegen.de )
• H. Jansen, G. Mannhaupt, H. Marx, H. Skowronek: Bielefelder Screening for Early Detection of Reading and Spelling Difficulties (BISC) . Hogrefe, Göttingen 1999, DNB 956302297.
• P. Kuspert: Phonological awareness and mastery of written speech : On the influence of preschool propaganda of phonological awareness on the acquisition of reading and spelling. Peter Lang, Frankfurt am Main 1998, ISBN 3-631-32529-0.
• P. Küspert, W. Schneider: Listen, listen, learn. 4th edition. Vandenhoeck & Ruprecht, Göttingen, 2003
• A. Lenel: Letter Acquisition at Preschool Age - A Longitudinal Study of Developmental Psychology. Balti, Weinheim 2005.
• I. Lundberg, J. Frost, O. Petersen: Effects of an extensive curriculum to stimulate phonological awareness in preschool children . At: Quarterly Research Reading. 23: 263-284 (1988).
• S. Marchinke, E. Kirschhok, A. Frank: Tour of Hörhausen. The procedure for conducting a survey on phonological awareness. Diagnosis and support in mastering written language . Auer, Donauwörth 2001.
• R.-P. Rackwitz: Is phonological awareness really a prerequisite for successful mastery of written speech ? V: Pedagogical science and pedagogical research are contradictory. 2008 (online at: nbn-resolving.de )
• R.-P. Rackwitz: Phonological awareness: a "necessary" prerequisite for successful literacy? Mons Reading Conference Lecture 2011 ( 17th European Reading Conference in Mons / Belgium. To: dgls.de )
• W. Schneider, J. Näslund: The influence of early metalinguistic competences and memory capacity on reading and spelling in primary school: findings from the Munich Longitudinal Study on the Genesis of Individual Competences (LOGIC) . In: European Journal of Educational Psychology.

  ---

  Learn more

  • 
    How to help shy kids
  • 
    Strategies for shared reading
  • 
    Check book levels
  • 
    Dra scores by grade level
  • 
    Wemberly worried activities
  • 
    Teach the letter a
  • 
    Book recommendations for kids
  • 
    Maths games for pre school
  • 
    Miss mimi angelina ballerina
  • 
    List of sight words for toddlers
  • 
    Words for letter t