edci ch 4 3137

phonological awareness

is an overarching umbrella term that includes identifying and manipulating the larger parts of spoken language such as sentences, phrases, and individual words

ex: rhyming, identifying words segments (syllables) and blending or deleting sounds

Phonemic Awareness

refers to the ability to focus on and manipulate individual sounds in spoken words or phonemes. Is defined as an understanding that spoken words are made up of individual sounds

alphabet knowledge

learning that specific sounds in spoken words can be represented by certain letters or graphemes

- The rrrrr speech sound is represented by the alphabet letter "R"

- Learning letter names and for the sounds they represent

concepts about print

the knowledge associated with functions of printed language such as directionality (reading left to right, top to bottom), knowing the concepts of word and letter, proper book handling, voice-print matching, and punctuation

functions of print, mapping speech onto print, and technical aspects of print

what are the 3 aspects of concept of print

functions of print

Ideational (expressing one's thoughts) interpersonal (intimate social language) textual (informational language)

mapping speech onto print

Helps students become successful readers and benefit from further experiences with written language

technical aspects of print

Rules, or conventions, that govern written language

- Directionality, spatial orientation, and instructional terms used in classrooms to refer to written language elements

phoneme identity

the ability to identify the beginning sounds of a spoken word.

- South, sing, saw (/s/)

phoneme isolation

the ability to identify the final sound in a spoken word

- Shirt /t/

phoneme blending

the ability to blend several speech sounds to make a words

/pl/ /ay/ = play or /sh/ /out/ = shout

phoneme segmentation

the ability to identify all of the individual sounds in a spoken word

phoneme addition

the ability to add a speech sound to other sounds to create a word

- If you added /th/ to the beginning of an ank, what word would you have? (thank)

phoneme substitution

the ability to change one sound in a spoken word to create a different word

- Say the words mope. Change /m/ sound to /r/. What would the word be now? (rope)

phoneme deletion

the ability to take away one sound to create a different word

- Say the word mark. Now say mark without the /m/ sound (ark)

frequent exposure, repetition, 10% and 20%, 18 to 36, 5, 7

Young students learn alphabet and letter name knowledge best though _____ and ______ of the letters taught over time

- Instructional review cycles should take place between ___ and ___ of the total time period for which an item is to be remembered

- Instruction should take place every ____ days or a pacing that teacher approximately one letter per day

- Would take approximately __ weeks to present all 26 alphabet letters allowing for __ instructional review cycles during a single school year

itself, to the student, and to the instructional environment, less, less, time

Learning is affected by factors related to the letter _____, ________, and _________

- Some letters are more difficult to learn than others

- Letters that present ___ difficulty may receive ____ instructional time, perhaps teaching up to two of these letters per day, and those that present students great difficulty may receive as much as two days of instructional time

- The difficulty of learning specific letter names and sounds should govern how much ____ is allocated for instruction, remembering that disturbed practice is superior to massed practice

brief, 10 to 15

alphabet knowledge is a constrained literacy skill, and as such, lessons should be appropriately ____, no more than _____ minutes in length per day

explicit instruction

- One of the most useful and powerful methods for teaching a variety of skills including alphabet and letter name knowledge

- Includes a clearly stated objective, teacher modeling, and guided practice

Teachers should

- identify the letter name, upper and lowercase letter forms, and sound to be taught

- Help students classify and discriminate the letters forms in written text

- Write the upper and lowercase letter taught

the sounds rhythm band

- The children learn to hear sounds in words in sequence. This is a critical pre-req for blending sounds together to make words in reading and for segmenting words into sounds for writing and spelling words.

- Students use different rhythm bad instruments such as sticks and bells. The students strike their instrument with the sounds of the words.

highlighting letters strategy

This helps students learn letters easier. The teacher shows students how to trace letters. Students do this themselves on a worksheet.

reading published alphabet books

- The purpose is to assist young readers with special needs in discovering the order and elements of the alphabet, both name and sounds. To do this, teachers may wish to acquire collections of quality alphabet read books.

- Students can make their own alphabet books