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Literacy Assessment in Intervention

Understand the importance of phonemic awareness in literacy intervention with key dimensions explained. Learn how children develop this skill, along with assessment methods and teaching strategies. Discover the impact on reading, spelling, and overall literacy skills.

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Literacy Assessment in Intervention

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  1. Literacy Assessment in Intervention Phonemic Awareness

  2. Definition • Phonemic Awareness is “a child’s understanding and conscious awareness that speech is composed of identifiable units, such as spoken words, syllables, and sounds. • NAEYC, 1998 • “In order to read and write words, children need to be able to think about words as collections of sounds. When they perceive the smallest unit of sound that we can represent as an alphabet or letter pair, we say that children have phoneme or phonemic awareness” • Latters to Literacy, 2005

  3. Seven Dimensions of Phonemic Awareness • 1. The ability to hear syllables within a word. • Jim, Jane, Kim • Steven, Ginger, Kimberly • http://youtu.be/-YzdLA_ZMxQ

  4. 2. The ability to hear initial letter sounds or recognize alliteration. • She sells sea shells… • “What other words to you know that begin with an S ?”

  5. 3. The ability to recognize rime and rhyme. • Words in the same rime family always end with the same letters • Sit, hit, fit • Words in the same rhyme family share the same sound but not necessarily the same ending letters • Great, late • Bear, care

  6. The ability to distinguish oddity. • What is the difference in • Man • Money • Cat

  7. 5. The ability to blend sounds together orally to make a word. • Begin with onset and rime—they are larger units of sound • Students are able to control larger units of sound before smaller units. • Work with word families • Appendix B.1 p. 388

  8. 6. The ability to segment words orally. • What sounds do you hear in • Man • M/A/N

  9. 7. The ability to manipulate sounds orally to create new words. • Substituting sounds • Sam/ham • Deleting sounds • Beat/ eat

  10. What Teachers Needs to Know About Phonemic Awareness • Is phonemic awareness necessary? • Do children benefit from intense, explicit phonemic awareness instruction? • If not intense, explicit instruction, how do children become aware of phonemes within words?

  11. Is it Necessary? • Necessary but not sufficient • Cunningham et al, 1998 • Yopp and Yopp, 2000 • Necessary • International Reading Association (IRA), 1998 • National Association for the Education of Young Children, (NAEYC), 1998 • Blevins, 2006 • Lane and Pullen, 2004

  12. Do Children Benefit? • Educational hazard Smith, 1999 “One cannot separate a sound from a word that has been uttered anymore that one can extract an ingredient from a cake.” page 153 • Educational need • IRA/NAEYC, 1998 • “Literacy does not develop naturally, and careful instruction in phonemic awareness is necessary for students to become literate.” • Engage students with sounds within words!

  13. National Reading Panel • 1. It does impact children’s awareness of sounds in letters. • 2. It does impact children’s reading comprehension and decoding. • 3. It does impact normal children’s spelling, but not the spelling of readers with a disability. • 4. It is more effective when taught with letter names.

  14. 5. It is more effective when only one or two skills are taught in a session, instead of multiple skills. • 6. It is more effective when conducted in small groups, rather than individually or in classroom settings.

  15. How Do Children Develop Phonemic Awareness Without Intense, Explicit Instruction? • When students are actively engaged and involved in literacy activities, they become aware of the sounds with words. • Cunningham et al., 1998; IRA/NAEYC, 1998; Taylor, Pressley & Pearson, 2000 • Nursery rhymes, poems, songs, rhythmic activities such as jump rope jingles • Every day exposure is needed.

  16. Assessing a Child’s Level of Phonemic Awareness • Observation • Commercial Assessments

  17. Observation • Small-group language activities • Cannot clap the syllables of names or recognize words that have the same beginning, middle, or ending sounds.

  18. Commercial Phonemic Awareness • Lindamood-Bell Auditory Conceptualization Test (LAC-3) • Test of Phonological Awareness (TOPA-2+) • Scholastic Phonemic Awareness Kit • A test for assessing phonemic awareness in young children(Yopp, 2005). • Basic Early Assessment of Reading (BEAR) • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) • Quick Phonemic Awareness Assessment Device (Cecil, 2011), Appendix C 24, 25, 26

  19. Teaching and Building Phonemic Awareness

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