A Comprehensive, Step-By-Step Program for Developing Phonemic Awareness and Fluent Word Recognition
- Subject:
- English Language Arts
- Material Type:
- Primary Source
- Author:
- David A. Kilpatrick
- Date Added:
- 11/29/2018
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Recent discussions occurring online, in journals, and at conferences are creating uncertainties about what phonological awareness instruction will be most effective with which children. This guide addresses some of these questions by using what we currently know from the scientific research, from teacher experiences, and from observations in clinical teaching environments for children who struggle with reading.
The outline of the resource includes:
Section 1. Reading Research, Instructional Practice, and Phoneme Awareness
1.1 When should reading research influence instructional practices?
1.2 What is Phonological Awareness? Why is it Important?
Section 2. The Who, When, What, and How of Teaching Phonemic Awareness
2.1 Who needs to be taught phoneme awareness?
2.2 When should phonological awareness instruction begin?
2.3 What phonemic awareness skills should be taught?
2.4 How should phonological awareness instruction begin?
2.5 How much phonological awareness time should involve phonemic awareness activities?
2.6 Is there any value in beginning phonological awareness instruction with larger units, such
as syllables?
2.7 Do onset-rime activities have a role in early phonemic awareness instruction?
2.8 What are manipulatives and how can I use them when teaching phoneme awareness?
2.9 Is it important to teach phoneme awareness with tasks like phoneme deletion and
substitution?
Using sound chains to teach phoneme awareness
- Subject:
- Early Childhood Development
- English Language Arts
- Material Type:
- Primary Source
- Reading
- Teaching/Learning Strategy
- Author:
- David A. Kilpatrick
- Jane Ashby
- Louisa Cook Moats
- Lucy Hart Paulson
- Marion McBride
- Shira Naftel
- Date Added:
- 10/03/2022