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Phonological Awareness Interventions and their Effects on “At-Risk” Readers

Phonological Awareness Interventions and their Effects on “At-Risk” Readers. Aline D. Bannon Henry Barnard School Enfield, CT. One of the primary causes of reading problems is a lack of phonological awareness. Phonological Awareness vs. Phonemic Awareness and Phonics. Phonemic Awareness

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Phonological Awareness Interventions and their Effects on “At-Risk” Readers

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  1. Phonological Awareness Interventionsand their Effects on “At-Risk”Readers Aline D. Bannon Henry Barnard School Enfield, CT

  2. One of the primary causes of reading problems is a lack of phonological awareness.

  3. Phonological Awarenessvs.Phonemic Awareness andPhonics

  4. Phonemic Awareness The ability to manipulate individual sounds (phonemes) within words. Phonics An instructional approach used to help students make sense of connections between letters and sounds.

  5. Phonological Awareness • The conscious sensitivity to the sound structure of language • The ability to detect, match, blend, segment, and manipulate speech sounds • An awareness of syllables and rhyming words

  6. Research has indicated that phonological awareness: • is directly related to reading ability • precedes skilled decoding • is a reliable predictor of later reading ability • is associated with deficits in reading • is effected by early language experiences play • is effected by early intervention • improvements result in improvements in reading ability.

  7. Phonological Awareness Instruction should: • be intense and explicit • last 15-30 minutes a day • be done one-on-one or in small groups • focus on one or two skills at a time • incorporate the use of letter instruction, as well as oral language skills.

  8. Phonological Awareness Skills • Phonemic isolation • Phonemic identity • Phonemic categorization • Phonemic blending • Phonemic segmentation • Phonemic deletion • Manipulation of onsets and rimes

  9. Six curriculum design principles • Big ideas • Mediated scaffolding • Strategic integration • Conspicuous strategies • Primed background knowledge • Judicious review

  10. Phonological Awareness Intervention Programs • Sound Partners • Sound Foundations • Peer-Assisted Learning Strategy (PALS) • ABD’s of Reading • Phonological Awareness Training in Reading • Word Analogy Training

  11. Implications for Practice • Interventions can be done in classrooms. • Training should be given to teachers, volunteers, or paraprofessionals. • Phonological awareness interventions need to start early. • Make interventions a part of daily instruction.

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