A Sound Approach: Using Phonemic Awareness to Teach Reading by Heather A. Kenny, Laura A. Robbins

By Heather A. Kenny, Laura A. Robbins

A legitimate strategy provides a logically sequenced procedure for educating analyzing and spelling utilizing phonemic information. The ebook relies on actual lecture room reviews, a synthesis of up to date examine, and instructor suggestions. This source offers the information and talents you want to successfully check and train an important studying abilities in your starting and suffering readers. The authors supply: numerous easy, potent actions that entice visible, auditory, and kinesthetic inexperienced persons attractive, easy-to-follow lesson plans acceptable for whole-class, small-group, or person guide that simply healthy right into a readers-workshop or literacy-centre procedure enlightening research-to-practice sidebars that reply to universal questions and matters reproducible tests, sound playing cards and notice playing cards, short-vowel cue playing cards, photographs pages, words-and-pictures pages, tale starters, and riddles

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Extra resources for A Sound Approach: Using Phonemic Awareness to Teach Reading and Spelling

Example text

This behavior is natural, since he has been taught the sound-symbol correspondences for the short vowels. But Santiago knows that the words he reads are supposed to sound like spoken words. He immediately recognizes that this pronunciation does not sound like a word and, without prompting, he examines the rest of the words in the sentence, determines the correct pronunciation of the word kind, and rereads the sentence correctly. Santiago was developing the habits of a good reader. The written word kind was unfamiliar to him, but, rather than looking at the first sound and guessing at the word, he attempted to decode it in its entirety.

As soon as we attach visual symbols (letters) to sounds, the activity is no longer phonemic awareness; it is phonics. Look back at our first scenario in chapter 1 (pages 11 and 12): the teacher was sitting in front of a blank chalkboard looking into the faces of her students. 3: Reading Skills and Requisite Phonological Skills Reading Skill Phonological Skill Required Decoding simple words Phonemic Awareness Fluency in recognizing simple orthographic (spelling) patterns Onset-rime blending Decoding multi-syllabic words Syllable blending directed them to blend and segment words.

What beginning and struggling readers and spellers are often unfamiliar with are vowel digraphs such as ou, au, igh, and (our personal favorites) eigh, aigh, oul, and ough. These complex letter combinations are rarely taught as acceptable spelling patterns for the sounds that they represent, and, consequently, children are often at a loss about how to analyze words that contain them. To complicate matters further, students rarely receive direct instruction about what to do with the letters after the initial consonants.

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