Kindergarten through Grade 3. Armbruster, Bonnie B. The understanding of "what works" in reading is dynamic and fluid, subject to ongoing review and assessment through serious research.
While there are no easy answers or quick solutions for optimizing reading achievement, an extensive knowledge base now exists to show people the skills children must learn in order to read well. Osborn Published 30 November Computer Science conceptual and editorial contributions The teacher collaborative groups across the United States that provided valuable feedback The National Institute for Literacy NIFL , an independent federal organization, supports the development of high-quality state, regional, and national literacy services so that all Americans can develop the literacy skills they need to succeed at work, at home, and in the community.
Save to Library Save. Create Alert Alert. Share This Paper. Background Citations. Methods Citations. Results Citations.
Topics from this paper. Citation Type. Has PDF. Publication Type. Phonemic awareness instruction aids reading comprehension primarily through its influence on word reading.
For children to understand what they read, they must be able to read words rapidly and accurately. Rapid and accurate word reading frees children to focus their attention on the meaning of what they read. Of course, many other things, including the size of children's vocabulary and their world experiences, contribute to reading comprehension. Teaching phonemic awareness, particularly how to segment words into phonemes, helps children learn to spell.
The explanation for this may be that children who have phonemic awareness understand that sounds and letters are related in a predictable way. Thus, they are able to relate the sounds to letters as they spell words. When children work with phonemes in words, they are manipulating the phonemes. Types of phoneme manipulation include blending phonemes to make words, segmenting words into phonemes, deleting phonemes from words, adding phonemes to words, or substituting one phoneme for another to make a new word.
When children combine individual phonemes to form words, they are blending the phonemes. They also are blending when they combine onsets and rimes to make syllables and combine syllables to make words. When children break words into their individual phonemes, they are segmenting the words. They are also segmenting when they break words into syllables and syllables into onsets and rimes. Phonemic awareness instruction makes a stronger contribution to the improvement of reading and spelling when children are taught to use letters as they manipulate phonemes than when instruction is limited to phonemes alone.
Teaching sounds along with the letters of the alphabet is important because it helps children to see how phonemic awareness relates to their reading and writing. Learning to blend phonemes with letters helps children read words. Learning to segment sounds with letters helps them spell words.
If children do not know letter names and shapes, they need to be taught them along with phonemic awareness. Relating sounds to letters is, of course, the heart of phonics instruction, which is the subject of the next section of this booklet. Children who receive instruction that focuses on one or two types of phoneme manipulation make greater gains in reading and spelling than do children who are taught three or more types of manipulation.
One possible explanation for this is that children who are taught many different ways to manipulate phonemes may become confused about which type to apply. Another explanation is that teaching many types of manipulations does not leave enough time to teach any one type thoroughly.
A third explanation is that instruction that includes several types of manipulations may result in teaching children more difficult manipulations before they acquire skill in the easier ones. Questions you may have about phonemic awareness instruction Which activities will help my students acquire phonemic awareness?
Your instruction to increase children's phonemic awareness can include various activities in blending and segmenting words. Clearly, however, you should provide your students with instruction that is appropriate for their level of literacy development. If you teach younger children or less able, older readers, your instruction should begin with easier activities, such as having children identify and categorize the first phonemes in words.
When the children can do these activities, move them on to more difficult ones. You can use a variety of teaching methods that contribute to children's success in learning to read. However, teaching one or two types of phoneme manipulation--specifically blending and segmenting phonemes in words--is likely to produce greater benefits to your students' reading than teaching several types of manipulation. Teaching your students to manipulate phonemes along with letters can also contribute to their reading success.
Your instruction should also be explicit about the connection between phonemic awareness and reading. For example:. What is the word? Children: Jam. Teacher: You say the sounds in the word jam. Teacher: Writes jam on the board. Now we're going to read the word jam. Phonemic awareness instruction can help essentially all of your students learn to read, including preschoolers, kindergartners, first graders who are just starting to read, and older, less able readers.
Phonemic awareness instruction can help most of your students learn to spell. Instruction can be effective with preschoolers, kindergartners, and first graders.
It can help children from all economic levels. You do not need to devote a lot of class time to phonemic awareness instruction. Over the school year, your entire phonemic awareness program should take no more than 20 hours. Your students will differ in their phonemic awareness. Some will need more instruction than others. The best approach is to assess students' phonemic awareness before you begin instruction. In general, small-group instruction is more effective in helping your students acquire phonemic awareness and learn to read.
Small-group instruction may be more effective than individual or whole-group instruction because children often benefit from listening to their classmates respond and receive feedback from the teacher. Bear in mind, however, that phonemic awareness instruction is not a complete reading program; it cannot guarantee the reading and writing success of your students.
Adding well-thought-out phonemic awareness instruction to a beginning reading program or to a remedial reading program is very likely to help your students learn to read and spell. Whether these benefits are lasting, however,will depend on the comprehensiveness and effectiveness of the entire literacy curriculum. Phonemic awareness can be developed through a number of activities, including asking children to.
Whiteknact Elementary School, East Providence, Rhode Island for allowing us to photograph them at work September Contents Introduction Phonemic awareness instruction Phonics instruction Fluency instruction Vocabulary instruction Text comprehension instruction. Whiteknact Elementary School, East Providence, Rhode Island for allowing us to photograph them at work September Contents Introduction Phonemic awareness instruction Phonics instruction Fluency instruction Vocabulary instruction Text comprehension instruction The National Institute for Literacy The National Institute for Literacy NIFL , an independent federal organization, supports the development of high-quality state, regional, and national literacy services so that all Americans can develop the literacy skills they need to succeed at work, at home, and in the community.
Introduction In today's schools, too many children struggle with learning to read. Through a carefully developed screening procedure, Panel members examined research that met several important criteria: the research had to address achievement of one or more skills in reading.
Studies of effective teaching were not included unless reading achievement was measured; the research had to be generalizable to the larger population of students.
Thus, case studies with small numbers of children were excluded from the analysis; the research needed to examine the effectiveness of an approach. This type of research requires the comparison of different treatments, such as comparing the achievement of students using guided repeated reading to another group of students not using that strategy. This experimental research approach was necessary to understand whether changes in achievement could be attributed to the treatment; the research needed to be regarded as high quality.
An article or book had to have been reviewed by other scholars from the relevant field and judged to be sound and worthy of publication. Therefore, discussions of studies reported in meetings or conferences without a stringent peer review process were excluded from the analysis.
0コメント