Guided Response: First Review Of Your Classmate’s Po

Guided Response: First review several of your classmate’s posts

Review multiple classmates' posts and respond to two classmates who chose to summarize topics that you did not. Answer the questions they created, and after posting responses to their questions, summarize the information that was solidified as a result of their questioning strategy. Offer suggestions to help your classmates more effectively emphasize critical information about the topics they summarized. It is important to recognize that students do not learn individual sounds of a language by practicing them in isolation from words, nor words in isolation from sentences and meaning. This emphasizes why phonemic awareness is essential to teach.

Phonemic awareness involves teaching students to hear and identify individual sounds in spoken words. It is learned by demonstrating that some words share the same sounds but differ in their spelling. It is important to distinguish phonemic awareness from phonics: phonemic awareness teaches that sounds of letters form words, while phonics focuses on the relationship between letters and sounds that make up words.

Piper (2015) highlights that phonemic awareness is foundational for decoding skills, which are critical in early reading development. Developing phonemic awareness enables students to analyze and manipulate sounds effectively, a skill that underpins successful reading acquisition.

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Phonemic awareness is a key component in early literacy instruction, particularly for English language learners (ELLs). It refers to the ability to hear, identify, and manipulate individual sounds—phonemes—in spoken words. An understanding of phonemic awareness provides students with the foundational skills necessary for decoding and spelling, which are vital for reading fluency.

Helping ELLs develop phonemic awareness requires targeted instructional strategies. Teachers can engage students in activities that emphasize sound discrimination—learning to recognize and differentiate phonemes. For instance, rhyming activities, where students identify words with similar sounds, reinforce phonemic similarities and differences. Clapping or segmenting sounds in words, such as breaking down "cat" into /c/ /a/ /t/, helps students attend to individual phonemes. Additionally, employing visual aids like letter cards or picture cards associated with specific sounds helps bridge oral sounds to written symbols.

Activities that promote phonemic awareness are effective when multisensory approaches are employed. For example, kids can use manipulatives such as counters or blocks to segment sounds or blend phonemes. Incorporating songs and chants with rhyming words or alliteration also supports phonemic recognition, making learning engaging and memorable. Such activities promote active participation and help students internalize the sounds, which supports reading development.

The importance of phonemic awareness cannot be overstated. It is directly linked to decoding skills, which are essential for reading proficiency. Without a solid grasp of phonemic awareness, students—especially ELLs—may struggle to connect sounds with letters, leading to reading difficulties. Developing this skill early can foster confidence and motivation in young learners, ultimately contributing to improved academic outcomes.

Typically, phonemic awareness should be introduced in early childhood, often starting around kindergarten or first grade when children are beginning to learn to read. Research indicates that the strongest impact occurs when phonemic awareness activities are integrated into early literacy instruction, ideally before students are expected to decode simple words independently.

Assessment tools for documenting students' development in phonemic awareness include informal techniques like observation and anecdotal records, as well as standardized assessments. The Phonological Awareness Literacy Screening (PALS) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are examples of formal tools that measure phonemic awareness skills. These assessments track students' ability to isolate, segment, and manipulate sounds, providing valuable data for informing instruction and identifying students in need of additional support.

In conclusion, phonemic awareness is a critical skill that supports early reading development, especially for ELLs. Effective instruction involves engaging activities that focus on sound recognition and manipulation, along with ongoing assessment to monitor progress. By emphasizing these strategies, educators can foster strong foundational skills that promote literacy success for all students.

References

• Piper, T. (2015). Language, learning, and culture: English language learning in today’s schools. San Diego, CA: Bridgepoint Education, Inc.
• Anthony, J. L., & Francis, D. J. (2005). Development of phonological awareness. In S. A. Stahl & N. A. LaRoche (Eds.), The handbook of language and literacy: Development and disorders (pp. 73–99). Guilford Press.
• National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
• Ehri, L. C. (2004). Teaching phonemic awareness and phonics. In R. C. Pianta (Ed.), Handbook of early childhood education (pp. 157–176). Guilford Press.
• Catts, H. W., & Kamhi, A. G. (2005). Language and reading disabilities. Pearson/Allyn & Bacon.
• Blachman, B. A. (2000). Extending phonological awareness to the reading/writing connection: Research, theory, and practice. Journal of Reading Behavior, 32(4), 365–385.
• VanderWalle, J., et al. (2006). Phonemic awareness intervention for preschool students. Journal of Educational Research and Practice, 16(2), 45–60.
• Moats, L. C., & Foorman, B. R. (2003). Foundations of reading acquisition and development. Handbook of Reading Research, 3, 345–370.
• Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. J. Sampson & M. C. Kamil (Eds.), Handbook of reading research (pp. 97–135). Routledge.
• Yopp, R. H. (1995). The code of the reading teacher: Resources for developing phonemic awareness. Reading Teacher, 48(7), 550–555.