Reading is the act of processing text in order to derive meaning. To learn to read, children must develop both fluent word reading and language comprehension (Gough & Tunmer,1986). Fluent word reading stems from underlying skills: phonological awareness, phonics and decoding, and automatic word recognition. Show
What is Phonological Awareness?Phonological awareness is "the recognition that words have constituent sounds. Constituents of a word (e.g., book) may be distinguished in three ways: by syllables (/book/), by onsets and rimes (/b/ and /ook/), or by phonemes (/b/ and /oo/ and /k/)" (Massachusetts 2017 English Language Arts and Literacy Framework ). Phonological awareness, or the awareness of and ability to work with sounds in spoken language, sets the stage for decoding, blending, and, ultimately, word reading. Phonological awareness begins developing before the beginning of formal schooling and continues through third grade and beyond.
How Phonological Awareness Contributes to Reading DevelopmentPhonological awareness is essential for reading because written words correspond to spoken words. Readers must have awareness of the speech sounds that letters and letter combinations represent in order to move from a printed word to a spoken word (reading), or a spoken word to a written word (spelling) (Moats, 2010). Awareness of the sounds in spoken language is required to learn letter-sound correspondences; to blend sounds together to decode a word; and to "map" words into long-term sight vocabulary (Kilpatrick, 2015). Problems with phonological awareness have been identified as a major cause of reading difficulties (Share, 2011). Dyslexia is thought to stem from phonological difficulties that lead to severe problems decoding words (Vellutino et al., 2004). "Students with good phonological awareness are in a great position to become good readers, while students with poor phonological awareness almost always struggle in reading" (Kilpatrick, 2016). "What usually happens is that children have to fail to learn to read over a significant period of time before someone pays attention and says, 'this child seems to have a reading difficulty.'… This 'wait to fail' approach really is detrimental to the child's academic outcome, but also for the child's mental health." How Phonological Awareness DevelopsEarly phonological skills include awareness of syllables and onset-rime segments. Later, children develop the ability to blend and segment individual phonemes. Advanced phonemic awareness includes the ability to manipulate phonemes by substituting, reversing, and deleting phonemes and continues to develop into third grade and beyond.
Promoting Phonological Awareness in the ClassroomThe National Reading Panel (2000) found that phonological awareness can be developed through practice activities as part of core instruction. Phonological and phonemic awareness practice activities can be brief, engaging, and woven into whole-group and small-group instruction based upon students' needs.
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Considerations for Students Learning English English learners should have equal opportunity to meaningfully participate in all foundational skills instruction. These recommendations and resources will further support English learners to develop phonological awareness. Also, please refer to WIDA Can Dos and WIDA Instructional Supports. Taking Bilingualism into Account
Supports for English Learners:
ReferencesBear, D. R., Templeton, S., Helman, L. A., & Baren, T. (2003). Orthographic development and learning to read in two different languages. In G. G. García (Ed.), English learners: Reaching the highest level of English literacy (pp. 71–95). Newark, DE: International Reading Association. Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7, 6–10. Helman, L. A. (2004). Building on the sound system of Spanish: Insights from the alphabetic spellings of English-language learners. The Reading Teacher, 57 (5), 452–460 Kilpatrick, D. (2015). Essentials of assessing, preventing, and overcoming reading difficulties (Essentials of psychological assessment). Boston: John Wiley and Sons. Kilpatrick, D. (2016). Equipped for reading success: A comprehensive, step by step program for developing phonemic awareness and fluent word recognition. Casey & Kirsch Publishers. Lesaux, N., Geva, E., Koda, K., Siegel, L.S., & Shanahan, T. (2008). Development of literacy in second language learners. In August, D. and Shanahan, T., Eds. Developing Reading and Writing in Second-Language Learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth. New York: Routledge. Linan-Thompson, S. and Vaughn, S. (2007) Research-based Methods of Reading Instruction for English Learners, Grades K–4. Alexandria, VA: ASCD.Moats, L. C. (2010). Speech to print: Language essentials for teachers. Baltimore: Paul H. Brookes Pub. Share, D. L. (2011). On the role of phonology in reading acquisition: The self-teaching hypothesis. In S. A. Brady, D. Braze, & C. A. Fowler (Eds.), New directions in communication disorders research. Explaining individual differences in reading: Theory and evidence (p. 45–68). Psychology Press. Vellutino, F., Fletcher, J., Snowling, M., & Scanlon, D. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of child psychology and psychiatry, and allied disciplines. 45. 2–40. 10.1046/j.0021-9630.2003.00305.x. Disclosure Statement: Reference in this website to any specific commercial products, processes, or services, or the use of any trade, firm, or corporation name is for the information and convenience of the public, and does not constitute endorsement or recommendation by the Massachusetts Department of Elementary and Secondary Education (DESE). Our office is not responsible for and does not in any way guarantee the accuracy of information in other sites accessible through links herein. DESE may supplement this list with other services and products that meet the specified criteria. For more information contact: . Last Updated: December 14, 2021 What is the best way to teach phonological awareness?Good phonological awareness starts with kids picking up on sounds, syllables and rhymes in the words they hear. Read aloud to your child frequently. Choose books that rhyme or repeat the same sound. Draw your child's attention to rhymes: “Fox, socks, box!
How does research state that children learn phonological awareness skills best?Read books with rhymes. Teach your child rhymes, short poems, and songs. Practice the alphabet by pointing out letters wherever you see them and by reading alphabet books. Consider using computer software that focuses on developing phonological and phonemic awareness skills.
What kind of instructional methods are best for teaching phonemic awareness skills?Phonological and Phonemic Awareness Games. Use any board game and add flashcards. ... . Use pictures of common items to ask for the name of the picture and the beginning sound.. Play a memory game using a set of words that rhyme printed on cardstock.. Challenge students to make 10 new words using syllables flash cards.. What are the most important phonological awareness skills?The most important phonological awareness skills for children to learn at these grade levels are phoneme blending and phoneme segmentation, although for some children, instruction may need to start at more rudimentary levels of phonological awareness such as alliteration or rhyming.
How can teachers support phonological awareness?Highlighting phonological awareness concepts in songs, rhymes, poems, stories, and written texts. Finding patterns of rhyme, initial/final sound, onset/rime, consonants and vowels, by: Matching pictures to other pictures. Matching pictures to sound-letter patterns (graphemes)
What does research say about phonological awareness?Phonological awareness is critical for learning to read any alphabetic writing system. And research shows that difficulty with phoneme awareness and other phonological skills is a predictor of poor reading and spelling development.
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