Appalachian State University



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Phonemic Awareness

Phonemic awareness is defined as the ability to discriminate and identify the component sounds in words; the conscious realization that spoken words have parts. If you consider the language system to be a continuum with a graded series of ‘modules,’ the phonological level forms the foundation. It is the essential building block of all spoken and written words. Children need to develop an awareness that spoken and written words are comprised of phonemes or individual sound units. In the Spring of 2000, the National Reading Panel released a scientific-based report that phonemic awareness is a critical precursor to reading and spelling

Some children have an innate ability to manipulate and ‘play’ with words and speech patterns. Other children may have difficulty with rhyming, sequencing sounds or segmenting a word into syllables. Oral speech is coarticulated at fifteen phonemes per second and a word might be perceived as a ‘pulse’ of sound. This is what makes blending individual phonemes to read and segmenting to spell so difficult. Studies show that low phonemic awareness indicates later difficulties with decoding.

Phonemic awareness can be directly taught in just a few minutes a day with a variety of interactive, enjoyable activities. It can be important even for older students who may have gaps in their abilities.

Over time and in the course of remediation, I have developed a sequence that provides a roadmap and checklist for these activities. These activities are primarily auditory.

Step 10 is modeled on the video clip. This step bridges the transition between syllable work and dividing by morphemes. Prefixes and suffixes are circled and the dashes are written for the remaining syllable.

SEE BELOW FOR CHECKLIST

CHECKLIST FOR PHONOLOGICAL AWARENESS

|STEPS |DATE INTRODUCED |REVIEW |MASTERED |ADD’L |

|STEP 1 | | | | |

|Orally segment phrases & | | | | |

|sentences into words | | | | |

|STEP 2 | | | | |

|Count syllables in | | | | |

|compound & multi-syllabic| | | | |

|words | | | | |

|STEP 3 | | | | |

|2 rhyming words | | | | |

|Complete rhyming phrases | | | | |

|Isolate rhyming words | | | | |

|(odd man out) | | | | |

|STEP 4 | | | | |

|Match initial and final | | | | |

|sounds in word pairs | | | | |

|Odd man out, beg. & | | | | |

|ending sounds | | | | |

|STEP 5 | | | | |

|Delete initial and final | | | | |

|words-compound | | | | |

|Delete initial and final | | | | |

|syll. In 2-syll words | | | | |

|STEP 6 | | | | |

|Finger tapping to count &| | | | |

|segment sounds | | | | |

|Finger tapping to blend | | | | |

|sounds | | | | |

|STEP 7 Phonemic chain | | | | |

|using color discs | | | | |

|Isolate/segment | | | | |

|delete | | | | |

|substitute | | | | |

|transpose | | | | |

|STEP 8 Phonemic Chain | | | | |

|using letters | | | | |

|STEP 9 Hearing accent in | | | | |

|multi-syllabic words | | | | |

|STEP 10 | | | | |

|Dividing words by known | | | | |

|affixes & syll. division | | | | |

|STEP 11 Dividing words | | | | |

|by morphemes | | | | |

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