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 process offers a logically sequenced process for educating interpreting and spelling utilizing phonemic know-how. The booklet relies on genuine school room reviews, a synthesis of up to date study, and instructor suggestions. This source offers the information and talents you want to successfully determine and train the most important studying talents in your starting and suffering readers. The authors provide: quite a few basic, potent actions that attract visible, auditory, and kinesthetic novices 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 technique enlightening research-to-practice sidebars that reply to universal questions and matters reproducible tests, sound playing cards and be aware playing cards, short-vowel cue playing cards, images pages, words-and-pictures pages, tale starters, and riddles

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After playing the first/last sounds game for a few weeks, Carlos made noticeable improvement. One year later, Laura was able to report that Carlos was a happy, confident second grader who loved books and read fluently with excellent comprehension for his grade level. 4: First/Last Sounds The first/last sounds game is effective for the handful of students who consistently leave off the first or last sound when they are trying to blend. ) This activity may be used with small groups or pairs. Materials • a list of three- and four-phoneme words that begin with the same sound or end with the same sound (for teacher reference only); use one of the lists provided on page 53, or simply make up a list of your own Instructions Tell your students that all the words that you will be segmenting begin (or end) with the same sound.

Once you learned the representations (you gained alphabetic-code knowledge), you were able to successfully read the word as tip. The same is true, of course, for children: before they can successfully decode and encode, they must have sufficient knowledge of the alphabetic code. Chapter 2: Phonological Awareness, Phonics, and Alphabetic Coding 27 Note that we used the qualifier sufficient in reference to students’ knowledge of alphabetic coding. We taught you individual sounds that were represented by individual symbols.

But, unfortunately, it is not the only mapping pattern. 1 (page 10), there are approximately 41 English sounds but only 26 letters. Some sounds must therefore be represented by combinations of letters. Hence, the letters s and h, which represent the sounds /s/ and /h/ individually, are combined to spell the sound /sh/. Such letter combinations are referred to as digraphs. Digraphs are not to be confused with consonant blends, a term commonly applied to adjacent consonants. For example, the letters ch in the word chip, make up a digraph.

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