1 / 14

WHEN “CAT” HAS 3 SOUNDS… NONE OF WHICH IS “MEOW”!

WHEN “CAT” HAS 3 SOUNDS… NONE OF WHICH IS “MEOW”!. Phonological and Phonemic Awareness In Early Literacy Carolyn Mixon , M.A., CCC-SLP AISD Speech-Language Pathologist cmixon@austinisd.org. The “ Phons ”. Phonological Awareness. Phonemic Awareness. Phonics. Not!.

arnon
Download Presentation

WHEN “CAT” HAS 3 SOUNDS… NONE OF WHICH IS “MEOW”!

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. WHEN “CAT” HAS 3 SOUNDS…NONE OF WHICH IS “MEOW”! Phonological and Phonemic Awareness In Early Literacy Carolyn Mixon, M.A., CCC-SLP AISD Speech-Language Pathologist cmixon@austinisd.org

  2. The “Phons” Phonological Awareness Phonemic Awareness Phonics Not!

  3. Why Phonemic Awareness? 5 % can already read 20-35% learn to read fairly easily 60% find it challenging to learn to read HALF of the 60% find learning to read EXTREMELY DIFFICULT

  4. Students at Risk? • Low income • Parents with less education • Low language homes • ELLs • Speech-Language delays • Developmental disabilities • Family history of reading difficulties

  5. Poorly developed phonemic awareness is the core problem for the majority of students who have difficulties in reading.

  6. INSTRUCTION • Well-planned , 10-15-minutes daily • Explicit-I Do, We Do, You Do • Incorporate Small-group work • Game-like, 2-3 activities, touch-move-say • Make connections throughout the day • Immediate feedback and scaffolding • Use letters *

  7. Phonological Awareness Skills in Early Childhood RHYMING Participation Matching Production

  8. ALLITERATION Recognition & Matching Production

  9. BLENDING Syllables (compound, 2+ syllables) Onset-Rime Sounds

  10. SEGMENTING Syllables (compound, 2+ syllables) Onset-Rime Sounds

  11. SCAFFOLDING • Isolate and exaggerate the feature • Point to mouth and tell child to look • Say the correct response then elicit response • Increase or decrease pauses between word parts as needed

  12. PROGRAMS • Road to the Code: A Phonological Awareness Program for Young Children • Phonemic Awareness in Young Children: A Classroom Curriculum • Ladders to Literacy: A Preschool Activity Book • Sounds Abound: Listening, Rhyming, and Reading • Reading Readiness Skills (Neuhaus)

  13. Phonemic Awareness: The skills that they need to help them succeed (PK-K) • Michael Heggerty-www.literacyresourcesinc.com • Other Resources • Fcrr.org • TPRI Intervention activities • Building Early Literacy & Language Skills (BELLS-SoprisWest)

  14. TAKE-HOME MESSAGE • Explicit, well-planned, multisensory, regular instruction in small- and large-group activities (rhyme, alliteration, blending, segmenting) • Small-group P.A. work with all students • Analyze and supplement presentation of P.A. activities • Ultimate goal: Send children to kinder with rhyming, alliteration, and blending/segmenting skills.

More Related