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

By Heather A. Kenny, Laura A. Robbins

A valid technique offers a logically sequenced strategy for educating interpreting and spelling utilizing phonemic expertise. The publication relies on actual school room reviews, a synthesis of latest study, and instructor suggestions. This source presents the data and abilities you must successfully investigate and educate an important interpreting abilities on your starting and suffering readers. The authors provide: numerous basic, powerful actions that attract visible, auditory, and kinesthetic inexperienced persons attractive, easy-to-follow lesson plans applicable for whole-class, small-group, or person guideline 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 note playing cards, short-vowel cue playing cards, images pages, words-and-pictures pages, tale starters, and riddles

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Heather distinctly remembers the sudden flash of understanding when she realized, “Oh! ” Both Heather and Santiago, thanks to their decoding skills, were able to use reading as a selfteaching activity. Compare Santiago’s and Heather’s reading behaviors with Connor’s. Connor was a struggling reader in third grade when his parents sought the help of a private tutor. As part of an initial series of assessments, the tutor asked Connor to read a passage from an appropriate grade-level text. It quickly became apparent to the tutor that Connor, while bright and articulate, had poor word-identification skills.

Variation 1: Omit the first sound in each student’s name. For example: Teacher I am going to say a name that is missing the first sound. Whose name is it? Auren. Students Lauren Variation 2: Omit the last sound in each student’s name. For example: Teacher I am going to say a name that is missing the last sound. What is the last sound in the name Paul? Pau…? Students: /l/ Variation 3: Change the first sound of each student’s name to a familiar sound. For example: Teacher I am going to change the first sound in someone’s name to /p/.

And, without spending the requisite time learning how letters are used to represent sounds and how those sounds combine to form words, children cannot develop the word-analysis skills required for skilled reading. We must also bear in mind that the early stages of any complex skill bear little resemblance to the later, more developed, stages. Let us use a concrete example to illustrate this phenomenon. Playing hockey is a complex skill that is composed of a number of sub-skills, including skating, stopping, and puck-handling, to name just a few.

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