Phonemic Awareness In Reading Comprehension

789 Words 4 Pages
Introduction
As a kindergarten classroom teacher, our daily interactions with children vary because of the different stages of cognitive development each child possesses. One of the difficulties that children face is reading comprehension. As reading is the foundation for all learning it is vital that comprehension is mastered. According to the research findings by “National Reading Panel” in 2000, which concluded that the “five pillars” of reading are core. They are phonemic awareness; vocabulary, phonics, fluency and comprehension are crucial for all learning. What is worth noticing is the full range of varying abilities of the students concerning of “phonemic awareness.” Phonemes are the sound basis of language and when not interpreted correctly
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is a Kindergarten student at P.S. 13 in New York who has experienced substantial delays in reading comprehension. D.B struggles with visualization, metacognition and drawing on inferences. She cannot connect what she knows to current text. She struggles to absorb basic text, while other children comprehend intuitively. Because she lacks confidents in her reading abilities she fails to trust herself therefor it affects her self- esteem. The purpose of this research is to examine ways to improve her concentration through phonemic awareness instruction, for maximized results during reading lesson instruction? As D.B.’s teacher and author the expectation is to utilize additional information about how phonemic awareness instruction that can help D.B. with reading difficulties, and show how it will improve D. B.’s future academic growth. The primary investigation of the focused student will be examined to enhance ways to obtain corrective measures that will improve the constant daydreaming. The ultimate goal as the author / teacher is to assist D.B.’s enjoy reading as she learns to let the words on a pages in a book elevate her mind to a place or time she could have only imagined. Another expectation is to learn new and better ways to create curriculum for future students with diagnosed and undiagnosed learning / behavioral

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