As most of us know, in 2000, the National Reading Panel recognized five pillars that should be implemented in every reading program: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Now, more than before, researchers conclude that Phonemic Awareness is a good predictor of a successful reader.
Some notable authors to read about this topic are Marilyn Adams, "Phonemic Awareness in Young Children," Keith Stanovich, Isabelle Liberman, Luis Bravo Valdivieso, and Juan Jiménez.
Phonological awareness, in simple words, is the ability of students to manipulate small units of spoken words, which helps them understand that words consist of sounds that are in a particular order to make sense of what they read.
After reviewing some documents, I present phonemic awareness tasks sequenced with examples to help you guide your practice with your children at home or school.
This list of activities is based on "Phonological Tasks" by Sylvia Defior and a compilation of phonemic awareness tests tasks found in a paper by Fernando Leal y Judith Suro called "Phonemic Awareness Tasks in Preschool". Also, some reading standardized and non-standardized tests, and experience.
Some additional notes: * The use of images/pictures is important to strengthen the language. *The practice must be purely oral and daily for at least 10 minutes, even better if it is with small groups. *After the oral practice, reinforce with the written form of the letters, syllables, and words. If your child finds the activity difficult, do the activity first with visual aids and movable letters; just then, practice the activity without the letters. *Depending on the level, start with short, familiar words and simple patterns such as "casa" (CVCV), and then gradually incorporate other patterns and longer words. CVCVC, CVCCV, CCVCV, CCVCVC, for example. *For segmenting, combining, adding, replacing, omitting, etc., sounds, start using counters or something similar until the student can do it mentally.
Comments