Phonological vs. Phonemic vs. Phonics, Activities to Target

1) Phonological Awareness (& 4 components)

An umbrella term, ability to understand that language breaks up into words, syllable, phonemes

1) Word awareness

2) rhyme

3) syllables

4) onset-rime (e.g., d- og)

2) Phonemic Awareness

ability to think about and segment individual sounds in spoken words

phonemic therapy teaches when and why to use a sound to change word meaning

3) Phonics

method used to teach reader about correspondence between letters and sounds; English spelling rules that don’t always match sounds

Teaching common spelling patterns, irregular spelling, how one letter can affect the whole word (silent e), etc.

Indicators of Phonemic Awareness Difficulties (5)

difficulty rhyming

learning the names of the letters in the alphabet

telling the first sound in a word/breaking words into syllables

breaking compound words into their components (cow and boy)

difficulty changing words by manipulating sounds within a word

Teaching a child to discriminate sounds using… (3)

Minimal contrasts (word initial, word final, clusters/blends)

• minimal pair therapy is PHONEMIC therapy (under umbrella of phonological)

Final Consonant Deletion Minimal Pairs

Tea vs. team, tie vs. time,

Stopping Minimal Pairs

Fit vs. pit, Fat vs. bat,

Fronting Minimal Pairs

Tea vs. key, tar vs. car,

Liquid Gliding Minimal Pairs

Wake vs, lake, red vs. wed

Deaffrication Minimal Pairs

Chair vs. share, chop vs. shop

Affrication Minimal Pairs

Ships vs. chips, shin vs. chin

Cluster Reduction Minimal Pairs

Tick vs. stick, spin vs. pin

What does a Phonemic Awareness (PA) assessment/screening look like?

break a word into syllables, tell me the first/last sound, count words in an utterance, what would scar be without the /s/, etc.

Premise of Phonological Based Therapy

the aim of therapy is to facilitate cognitive reorganization of the child’s phonological system

Remediation Strategies for Children with Phonemic Awareness Difficulties (5)

1. Work explicitly and intensely on phonemic awareness (let the child know what you are doing and why).

2. Work on counting syllables (tapping, clapping, jaw movement, robot talk, etc.)

3. Break compound words into their parts.

4. Add and delete segments from clusters to create new words.

5. WORD ON RHYMING WORDS

Games for Phonological Awareness

1) Word awareness

2) rhyme

3) syllables

4) onset-rime (e.g., d- og)

1) Word Awareness Games (2)

Compound word matching

Words in Words

a) Compound word matching

Have students hold a card that is half compound word (e.g., cupcake), find their partner to form the real word

b) Words in Words

Do you hear /cup/ in the word cupcake, sister, cupboard, couple, airplane, etc.

2) Rhyme Games (2)

Word Family Matching

The Phonogram Game

a) Word Family Matching

 Have student hold a word ending card with a word family ending on it (_it, _ot,_ad, etc.). Have other students with initial consonants/clusters put their cards in front to make a word

b) The Phonogram Game

Put a word ending up on the board and give the children one minute to write down as many

real words as they can use the word ending and the initial consonants.

3) Onset-Rime Games

Word Family matching

The Phonogram Game

Ever-Changing Word Game

c) Ever Changing Word Game

With children at the board, have each child write the same word given and

(if necessary) spelled by you on the board. Then changing only one sound in the word have the student write the new word under the old word.

4) Syllable Games (1)

Syllable War

a) Syllable War

Make a deck of cards with different pictures of varied syllable length.

Play it like war with cards. Whichever card has the most syllables wins the pile.

5) Phoneme Level Games Specifically

Listening for Vowels

Last Sound Word Train

a) Listening for Vowels

What is the vowel sound in "keep"? What is another word that has that vowel sound in it? SOUNDS NOT LETTERS!

b) Last Sound Word Train

Have one student say or write a word (or find a picture). His

partner or team has to write or say a word that begins with the last sound of the original

word. (If you put it on cards, you can make a train).