Phonology Phonological Awareness

Front 1

PHONOLOGICAL AWARENESS

Back 1

involves the detection and manipulation of sounds at three levels of sound structure: (1) syllables, (2) onsets and rimes, and (3) phonemes

are often confused since they are interdependent

is the ability to hear and manipulate individual phonemes

also includes the ability to hear and manipulate larger units of sound, such as onsets and rimes and syllables

Front 2

Awareness of these sounds is demonstrated through

Back 2

through a variety of tasks Although the tasks vary, they share the basic requirement that some operation (e.g., identifying, comparing, separating, combining, generating) be performed on the sounds

Front 3

Phonological awareness is one component of a larger phonological processing system used for speaking and listening. Phonological awareness is different from other phonological abilities in that it

Back 3

in that it is a metalinguistic skill, requiring conscious awareness and reflection on the structure of language

Front 4

Other phonological abilities: such as

Back 4

such as attending to speech, discriminating between sounds, holding sounds in memory: can be performed without conscious reflection. However, these other phonological abilities are prerequisite to the development of phonological awareness.

Front 5

terms phonemic awareness and phonics are often used interchangeably with phonological awareness. However, these terms have different meanings.

Back 5

Phonemic awareness is a subset of phonological awareness that focuses specifically on recognizing and manipulating phonemes, the smallest units of sound.

Phonics requires students to know and match letters or letter patterns with sounds, learn the rules of spelling, and use this information to decode (read) and encode (write) words.

Front 6

Phonological awareness relates only to

Back 6

relates only to speech sounds, not to alphabet letters or sound-spellings, so it is not necessary for students to have alphabet knowledge in order to develop a basic phonological awareness of language

Front 7

Phonological Awareness Tasks

Back 7

Listening skills
Syllable-structure awareness tasks
Onset-rime awareness tasks
Phonemic awareness tasks

Front 8

LISTENING TASKS:

Back 8

The ability to attend to and distinguish environmental and speech sounds from one another

Alertness: Awareness and localization of sounds
Discrimination: Recognize same/different sounds
Memory: Recollection of sounds and sound patterns
Sequencing: Identify order of what was heard
Figure-ground: Isolate one sound from background of other sounds
Perception: Comprehension of sounds heard

Front 9

Syllable-Structure Awareness Tasks

Back 9

Syllable segmentation: e.g., "How many syllables (or parts) are in the word coffee?"
Syllable completion: e.g., "Here is a picture of a rabbit. I'll say the first part of the word. Can you finish the word ra_____?"
Syllable identity: e.g., "Which part of complete and compare sound the same?"
Syllable deletion: e.g., "Say finish. Now say it again without the fin"

Front 10

Onset-rime Awareness Tasks

Back 10

Spoken word recognition: e.g., "Do these words rhyme: shell bell?"
Spoken rhyme detection or rhyme oddity task: e.g., "Which word does not rhyme: fish, dish, hook?"
Spoken rhyme generation: e.g., "Tell me words that rhyme with bell?"
Onset-rime blending

Front 11

Phonemic Awareness Tasks

Back 11

Alliteration awareness (aka phoneme detection and sound or phoneme categorization): e.g., "Which word has a different first sound: bed, bus, chair, ball?"
Phoneme matching: e.g., "Which word begins with the same sound as bat: horn, bed, cup?"
Phoneme isolation: e.g., "Tell me the sound you hear at the beginning of the word food"
Phoneme completion: e.g., "Here is a picture of a watch. Finish the word for me: wa_____ “

Phoneme blending with words or non-words: e.g., "What word do these sounds make: m...oo...n?"
Phoneme deletion, also referred to as phoneme elision: e.g., "Say coat. Now say it again but don't say /k/"
Phoneme segmentation with words or non-words: e.g., "How many sounds can you hear in the word it?
Phoneme reversal: e.g., "Say na (as in nap). Now say na backwards"

Phoneme manipulation: e.g., "Say dash. Now say it again, but instead of /æ/ say /I/"
Spoonerism: e.g., felt made becomes melt fade

Front 12

Although some two-year-old children demonstrate phonological awareness, for most children, phonological awareness appears in the

Back 12

appears in the third year, with accelerating growth through the fourth and fifth years

Phonological awareness skills develop in a predictable pattern similar across languages progressing from larger to smaller units of sound (that is, from words to syllables to onsets and syllable rimes to phonemes).

Front 13

Tasks used to demonstrate awareness of these sounds have their own

Back 13

have their own developmental sequence

For example, tasks involving the detection of similar or dissimilar sounds (e.g., oddity tasks) are mastered before tasks requiring the manipulation of sounds (e.g., deletion tasks), and blending tasks are mastered before segmenting tasks

Front 14

The acquisition of phonological awareness skills does not progress in a linear sequence; rather, children continue to

Back 14

children continue to refine skills they have acquired while they learn new skills

Front 15

The development of phonological awareness is closely tied to overall

Back 15

tied to overall language and speech development. Vocabulary size, as well as other measures of receptive and expressive semantics, syntax, and morphology, are consistent concurrent and longitudinal predictors of phonological awareness.
Consistent with this finding, children with communication disorders often have poor phonological awareness.

Front 16

Phonological development and articulatory accuracy is often correlated to

Back 16

often correlated to phonological awareness skills, both for children with typical speech and those with disordered speech.

Front 17

In addition to milestones of speech and language development, speech and language processing abilities are also related to

Back 17

are also related to phonological awareness: both speech perception and verbal short-term memory have been concurrently and predicatively correlated with phonological awareness abilities.

Front 18

Phonological awareness is an important determiner of success in learning to

Back 18

an important determiner of success in learning to read and spell. For most children, strong readers have strong phonological awareness, and poor readers have poor phonological awareness skills.

Front 19

Phonological awareness skills in the preschool and kindergarten years also strongly predict how well a child will read in the school years

In addition, interventions to improve phonological awareness abilities lead to

Back 19

lead to significantly improved reading abilities.

Front 20

Phonological awareness instruction improves

Back 20

improves reading and spelling skills, but the reverse is also true: literacy instruction improves phonological awareness skills.

The relationship between phonological awareness and reading abilities changes over time.

Front 21

All levels of phonological awareness ability (syllable, onset-rhyme, and phoneme) contribute to

Back 21

contribute to reading abilities in the Kindergarten through second grade.

However, beyond the second grade, phoneme-level abilities play a stronger role

Front 22

DECODING

Back 22

decoding refers to the process of relating a word's written representation to its verbal representation

Especially in the early stages of reading, decoding involves mapping letters in the word to their corresponding sounds, and then combining those sounds to form a verbal word.

Front 23

Encoding

Back 23

a process used in spelling: is similar, although the process goes in the opposite direction, with the word's verbal representation is encoded in a written form

Front 24

In both encoding and decoding, phonological awareness is needed because

Back 24

because the child must know the sounds in the words in order to relate them to the letter sounds

Front 25

A child with a phonological awareness disorder has difficulty

Back 25

has difficulty producing speech.

Front 26

Phonological Awareness Disorder:

Back 26

Affects the child’s sound system, meaning their speech is unclear and difficult to follow.

Isn’t primarily caused by physical disabilities

Is often part of language delay, disorder, impairment but may occur as a standalone difficulty

Front 27

Children with phonological difficulties are likely to have difficulties with all aspects of phonological awareness

Back 27

discriminating between sounds
holding several sounds in their short-term memories
blending sounds.
Both real and pseudo words will be affected.

Front 28

Phonological delay is seen when a child has

Back 28

is seen when a child has patterns of speech which are more typical of a younger child. The sound system is
developing normally, but at a much slower rate than expected

Front 29

Phonological disorder will involve some delay, but also the use of

Back 29

also the use of phonological processes that are atypical, inconsistent or not following the expected pattern of phonological development.
This is likely to make the child less clear, will be more persistent and require specialist support

Front 30

CONSIDERATIONS

Back 30

Can the child make a Phoneme Grapheme correspondence between the graphemes and sounds (both consonants and vowels) that they can produce?

Can the child indicate with sign or gesture when shown a grapheme, even for speech sounds they are unable to produce?

Can the child point to the grapheme for a single spoken phoneme (similarly can they manually identify the onset for a simple spoken word)?

Can the child recognize correct and incorrect productions of words?

Can the child match a written word to a picture when they are, given a choice of several pictures and one check word?

Front 31

Children with phonological difficulties have underlying difficulties with all speech processing skills and so will need a lot of extra support and practice with phonological awareness skills including:

Back 31

Sound discrimination
Recognition of rhyme
Production of rhyme
Syllable segmentation
Syllable blending
Onset and rhyme
Blending and segmenting simple single phonemes (excluding consonant blends, for example ‘st’)

Front 32

Most children whose speech, language and communication needs that are not resolved by 5.6 years have difficulties with learning to read, so

Back 32

early identification and intervention is essential

Front 33

Phonological awareness is a vital foundation skill in learning to read and spell.

Back 33

Phonological awareness at 3.6 – 5.0 years is the best predictor of literacy achievement.

Not all children with phonological difficulties will have difficulty with literacy acquisition but many will, particularly those with rhyme, alliteration and syllable segmentation difficulties.

Front 34

Early phonological and metaphonological intervention can help with

Back 34

can help with understanding and use of speech sounds and clear speech, therefore supporting literacy acquisition

Front 35

Children whose speech isn’t following typical patterns are most at risk of long term literacy difficulties.

Back 35

Care must be taken not to focus just on speech sounds.
Language is also needed to support both decoding and text comprehension.

Front 36

Intervention

Back 36

Phonological awareness is an auditory skill that is developed through a variety of activities that expose students to the sound structure of the language and teach them to recognize, identify and manipulate it. Listening skills are an important foundation for the development of phonological awareness and they generally develop first.

Front 37

The scope and sequence of instruction in early childhood literacy curriculum typically begins with a focus on

Back 37

typically begins with a focus on listening, as teachers instruct children to attend to and distinguish sounds, including environmental sounds and the sounds of speech.

Early phonological awareness instruction also involves the use of songs, nursery rhymes and games to help students to become alert to speech sounds and rhythms, rather than meanings, including rhyme, alliteration, onomatopoeia, and prosody.

Front 38

Specific activities that involve students in attending to and demonstrating recognition of the sounds of language include

Back 38

include waving hands when rhymes are heard, stomping feet along with alliterations, clapping the syllables in names, and slowly stretching out arms when segmenting words

Front 39

Phonological awareness is technically only about

Back 39

is technically only about sounds and students do not need to know the letters of the alphabet to be able to develop phonological awareness

Front 40

Recent research has shown that practice with basic auditory processing tasks (i.e. auditory training) may improve

Back 40

may improve performance on auditory processing measures and phonemic awareness measures. Changes after auditory training have also been recorded at the physiological level

Many of these tasks are incorporated into computer-based auditory training programs such as Earobics and Fast ForWord, an adaptive software available at home and in clinics worldwide

Front 41

Treating additional issues related to APD can result in success. For example

Back 41

For example, treatment for phonological disorders (difficulty in speech) can result in success in terms of both the phonological disorder as well as APD