Phonemic Awareness Explained

Phonemic Awareness Explained

 

To be ready to read, a child not only needs to know the letters of the alphabet but also must be aware that his or her own speech is made up of segments that differ from letters. These segments are called phonemes. I will try not to use too much teacher jargon in this blog, but this term is worth learning because it is critical to understanding reading and phonemic awareness.  Without phonemic awareness, a child cannot read.

 

 

 

What is Phonemic Awareness 

 

Phonemic awareness is the ability to identify and manipulate the individual speech sounds into spoken words. For example the word cat has three sounds – /c/, /ă/ and /t/. The word heat also has three sound /h/, /ē/, /t/ because the letters ea make one sound. Words can be divided into several other units such as syllables and rhymes. The smallest unit of sound in our language is a phoneme and there are forty four of them!

Phonemes do not correspond one-to-one with letters because some sounds are represented with two letters, like sh, ch, th and ng. The awareness of the separate sounds in a word is what we call phonemic awareness. It is an auditory skill that underlies the ability to use an alphabet to read and write. A child who can recognize that the word cat has three speech sounds, the word eye has one, and the word eat has two, possesses basic phonemic awareness.

If a child can change the /m/ sound at the beginning of the word mat to /r/ and know that the word is now rat, has demonstrated an even larger degree of phonemic awareness. This child can compare the sounds in words, substitute a new sound for an old one, and blend the sounds to make a new word.

 

Phonemic Awareness Activities

 

When I developed the PRIDE Reading Program, I made extra sure that every single lesson and skill the students learn also include phonemic awareness activities. A few examples of what the students have to do in the PRIDE Reading Program:

Identify rhymes“tell me all of the words you know that rhyme with the word “heel.”

Listening for sounds“close your eyes as I read some words to you. When you hear the “ū” sound, raise your hand.”

Manipulating sounds in words by adding, deleting or substituting“in the word LAND, change the L to H.” (hand)

On the back cover of each of the Student’s Workbook there is a set of Elkonin Boxes to help the students build phonemic awareness. The students are instructed to listen to a word and then move the sound tokens into a box for each sound in the word.

As the students progress in the PRIDE program, they eventually break the words apart into syllables, and separate the syllables into sounds.

 

Success in reading depends on basic phonemic awareness. Without a sense of the sounds that letters represent, the child approaches reading as just memorizing letters. With phonemic awareness, the child can link letters to the sounds in words in order to decipher and spell them. Phonics is an approach to teaching reading in which the child is taught to associate letters with sounds and to use that knowledge to sound words out by blending the sounds from left to right.

It has been well known by researchers for the last 20 years that phonemic awareness and letter knowledge are the two best predictors of how well a child will learn to read during his or her first few years of school. The National Reading Panel’s report confirmed that instruction in phonemic awareness helps children learn early reading skills.

 

Phonemic Awareness in Action!

Here is a sample video of me teaching a student phonemic awareness with Elkonin Boxes:

 

 

 


Karina Richland, M.A., developed the PRIDE Reading Program, an Orton-Gillingham program for struggling readers, based on her extensive experience working with children with learning differences over the past 30 years. She has been a teacher, educational consultant and the Executive Director of PRIDE Learning Centers in Southern California. For more information, visit the PRIDE Reading Program website here.   You can also reach her by email at info@pridelearningcenter.com

October is Dyslexia Awareness Month

October is Dyslexia Awareness Month

This October is National Dyslexia Awareness Month, and PRIDE Learning Centers is helping to spread the word!

Did you know that Dyslexia is estimated to affect some 20-30 percent of our population? This means that more than 2 million school-age children in the United States are dyslexic!  We are here to help.

 

What is Dyslexia?

 

Although children with dyslexia typically have average to above average intelligence, their dyslexia creates problems not only with reading, writing and spelling but also with speaking, thinking and listening. Often these academic problems can lead to emotional and self-esteem issues throughout their lives. Low self-esteem can lead to poor grades and under achievement. Dyslexic students are often considered lazy, rebellious or unmotivated. These misconceptions cause rejection, isolation, feelings of inferiority, and discouragement.

 

The central difficulty for dyslexic students is poor phonemic awareness. Phonemic awareness is the ability to appreciate that spoken language is made up of sound segments (phonemes). In other words, a dyslexic student’s brain has trouble breaking a word down into its individual sounds and manipulating these sounds. For example, in a word with three sounds, a dyslexic might only perceive one or two.

 

Most researchers and teachers agree that developing phonemic awareness is the first step in learning to read. It cannot be skipped. When children begin to learn to read, they first must come to recognize that the word on the page has the same sound structure as the spoken word it represents. However, because dyslexics have difficulty recognizing the internal sound structure of the spoken word to begin with, it is very difficult for them to convert the letters of the alphabet into a phonetic code (decoding).

 

Although dyslexia can impair spelling and decoding abilities, it also seems to be associated with many strengths and talents. People with dyslexia often have significant strengths in areas controlled by the right side of the brain. These include artistic, athletic and mechanical gifts. Individuals with dyslexia tend to be very bright and creative thinkers. They have a knack for thinking, “outside-the-box.” Many dyslexics have strong 3-D visualization ability, musical talent, creative problem solving skills and intuitive people skills. Many are gifted in math, science, fine arts, journalism, and other creative fields.

 


Symptoms of Dyslexia

Preschoolers

 

  • Late talking, compared to other children
  • Pronunciation problems, reversal of sounds in words (such as ‘aminal’ for ‘animal’ or ‘gabrage’ for ‘garbage’)
  • Slow vocabulary growth, often unable to find the right word (takes a while to get the words out)
  • Difficulty rhyming words
  • Trouble learning numbers, the alphabet, days of the week
  • Poor ability to follow directions or routines
  • Does not understand what you say until you repeat it a few times
  • Enjoys being read to but shows no interest in words or letters
  • Has weak fine motor skills (in activities such as drawing, tying laces, cutting, and threading)
  • Unstable pencil grip
  • Slow to learn new skills, relies heavily on memorization

 

School Age Children

 

  • Has good memory skills
  • Has not shown a dominant handedness
  • Seems extremely intelligent but weak in reading
  • Reads a word on one page but doesn’t recognize it on the next page or the next day
  • Confuses look alike letters like b and d, b and p, n and u, or m and w.
  • Substitutes a word while reading that means the same thing but doesn’t look at all similar, like “trip” for “journey” or “mom” for “mother.”
  • When reading leaves out or adds small words like “an, a, from, the, to, were, are and of.”
  • Reading comprehension is poor because the child spends so much energy trying to figure out words.
  • Might have problems tracking the words on the lines, or following them across the pages.
  • Avoids reading as much as possible
  • Writes illegibly
  • Writes everything as one continuous sentence
  • Does not understand the difference between a sentence and a fragment of a sentence
  • Misspells many words
  • Uses odd spacing between words. Might ignore margins completely and pack sentences together on the page instead of spreading them out
  • Does not notice spelling errors
  • Is easily distracted or has a short attention span
  • Is disorganized
  • Has difficulties making sense of instructions
  • Fails to finish work on time
  • Appears lazy, unmotivated, or frustrated

 

Teenagers

 

  • Avoids reading and writing
  • Guesses at words and skips small words
  • Has difficulties with reading comprehension
  • Does not do homework
  • Might say that they are “dumb” or “couldn’t care less”
  • Is humiliated
  • Might hide the dyslexia by being defiant or using self-abusive behavior

 

Adults

 

  • Avoids reading and writing
  • Types letters in the wrong order
  • Has difficulties filling out forms
  • Mixes up numbers and dates
  • Has low self-esteem
  • Might be a high school dropout
  • Holds a job below their potential and changes jobs frequently

 

Treatment

 

The sooner a child with dyslexia is given proper instruction, particularly in the very early grades, the more likely it is that they will have fewer or milder difficulties later in life.

 

Older students or adults with dyslexia will need intensive tutoring in reading, writing and spelling using an Orton-Gillingham program. During this training, students will overcome many reading difficulties and learn strategies that will last a lifetime. Treatment will only “stick” if it is incorporated intensively and consistently over time.

 

Students who have severe dyslexia may need very intensive specialized tutoring to catch up and stay up with the rest of their class. This specialized tutoring helps dyslexic students become successful in reading, writing, spelling, grammar, and vocabulary. It also will help them with math, and word problems.  Fortunately, with the proper assistance and help, most students with dyslexia are able to learn to read and develop strategies to become successful readers.

 


Karina Richland, M.A., developed the PRIDE Reading Program, an Orton-Gillingham program for struggling readers, based on her extensive experience working with children with learning differences over the past 30 years.  She has been a teacher, educational consultant and the Executive Director of PRIDE Learning Centers in California.  Please feel free to email her with any questions at info@pridelearningcenter.com.

 

 

 

 

 

 

Speech Apraxia and Reading Help

Speech Apraxia and Reading Help

Reading is a fundamental skill needed for academic success. In today’s world, strong literacy skills are essential.  Children who struggle in reading tend to experience extreme difficulties in all content areas, as every subject in school requires reading proficiency. When children are then faced with further struggles such as Speech Apraxia and receptive and expressive language difficulties, the effects can be even more detrimental.

To read proficiently, a child requires highly integrated skills in word decoding and comprehension and draws upon basic language knowledge such as semantics, syntax, and phonology. Children with speech and language impairments, such as Speech Apraxia, have deficits in phonological processing. For these children, phonemic awareness, motor program execution, syntax and morphology will interfere with the ability to acquire the skills necessary to become proficient readers.

So, how does a child with Speech Apraxia learn how to read?

– With a multisensory, structured, systematic, cumulative and repetitive reading program plus intensive therapy in phonemic awareness and phonological processing!

 

What is multisensory teaching?

Multisensory teaching is an important aspect of instruction for the child with Speech Apraxia and is used by most clinically trained therapists. Multisensory teaching utilizes all the senses to relay information to the child. The teacher accesses the auditory, visual, and kinesthetic pathways in order to enhance memory and learning. Links are consistently made between the visual (language we see), auditory (language we hear), and kinesthetic-tactile (language we feel) pathways in learning to read.  For example, when learning the letter combination “ong” the child might first look at it and then have to trace the letters in the air while speaking out loud. This combination of listening, looking, and moving around creates a lasting impression for the child as things will connect to each other and become memorable.

 

What is a structured, systematic, cumulative and repetitive reading program?

The other significant component in helping a child with Speech Apraxia learn to read is utilizing an Orton-Gillingham approach. In Orton-Gillingham, the phonemes are introduced in a systematic, sequential and cumulative process. The Orton-Gillingham teacher begins with the most basic elements of the English language. Using repetition and the sequential building blocks of our language, phonemes are taught one at a time. This includes the consonants and sounds of the consonants.  By presenting one rule at a time and practicing it until the child can apply it with automaticity and fluency, the child will have no reading gaps in their word-decoding skills. As the child progresses to short vowels, he or she begins reading and writing sounds in isolation. From there the child progresses to digraphs, blends and diphthongs.

Children are taught how to listen to words or syllables and break them into individual phonemes. They also take individual sounds and blend them into a word, change the sounds in the words, delete sounds, and compare sounds.  For example, “…in the word bread, what is the first sound you hear?  What is the vowel sound you hear?  What is the last sound you hear?  Students are also taught to recognize and manipulate these sounds.  “…what sound does the ‘ea’ make in the word bread?  Say bread.  Say bread again but instead of the ‘br’ say ‘h.’-  HEAD!

Every lesson the child learns is in a structured and orderly fashion. The child is taught a skill and doesn’t progress to the next skill until the current lesson is mastered. As children learn new material, they continue to review old material until it is stored into the child’s long-term memory. While learning these skills, the child focuses on phonemic awareness. There are 181 phonemes or rules in Orton-Gillingham for students to learn. More advanced readers (middle school) will study the rules of English language, syllable patterns, and how to use roots, prefixes, and suffixes to study words. By teaching how to combine the individual letters or sounds and put them together to form words and how to break longer words into smaller pieces, both synthetic and analytic phonics are taught throughout the entire Orton-Gillingham program.

 

What is phonological processing?

The key to the entire reading process is phonological awareness. This is where a child identifies the different sounds that make words and associates these sounds with written words. A child cannot learn to read without this skill.  In order to learn to read, children must be aware of phonemes. A phoneme is the smallest functional unit of sound.  For example, the word ‘bench’ contains 4 different phonemes. They are ‘b’ ‘e’ ‘n’ and ‘ch.’

Some examples of phonological awareness tasks include:

    1. Identifying rhymes –  “Tell me all of the words you know that rhyme with the word BAT.”
    2. Segmenting words into smaller units, such as syllables and sounds, by counting them. “How many sounds do you hear in the word CAKE?”
    3. Blending separated sounds into words – “What word would we have if we blended these sounds together: /h/ /a/ /t/?”
    4. Manipulating sounds in words by adding, deleting or substituting – “In the word LAND, change the /L/ to /B/.”  “What word is left if you take the /H/ away from the word HAT?”

Through phonological awareness, children learn to associate sounds and create links to word recognition and decoding skills necessary for reading. Research clearly shows that phoneme awareness performance is a strong predictor of long- term reading and spelling success for children with speech and language disabilities. In fact, according to the International Reading Association, phonemic awareness abilities in kindergarten (or in that age range) appear to be the best single predictor of successful reading acquisition!

 

What kind of reading intervention is necessary?

For the child diagnosed with Speech Apraxia that is already behind his peers in phonemic awareness and reading, the instruction will need to be delivered with great intensity.  Keep in mind that this child is behind his classmates and must make more progress if he is to ever catch up. The rest of the class does not stand still to wait, they continue forward. Taking a few lessons once or twice a week will never give the student with Apraxia of Speech the opportunity to catch up.  He must make a giant leap; if not, he will always remain behind.

A child with a speech and language disorder may require as much as 150 to 300 hours of intensive instruction if he is ever going to close the reading gap between himself and his peers. The longer identification and effective reading instruction are delayed, the longer the child will need to catch up. In general, it takes 100 hours of intensive instruction to progress one year in reading level. The sooner this remediation is completed, the sooner the child can progress forward with his peers.

Children with Speech Apraxia need more structure, repetition and differentiation in their reading instruction. They need to learn basic language sounds and the letters that make them, starting from the very beginning and moving forward in a gradual step by step process. This needs to be delivered in a systematic, sequential and cumulative approach. For all of this to “stick” the children will need to do this by using their eyes, ears, voices, and hands.

 

Learn more about the New PRIDE Reading Program

___________________________________________________________________________________________________

Karina Richland, M.A. is the Founder of PRIDE Learning Centers, located in Southern California.  Ms. Richland is a certified reading and learning disability specialist.   She speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications.  You can visit the PRIDE Learning Center website at: www.pridelearningcenter.com

 

How do kids with Dyslexia learn to read and spell

How do kids with Dyslexia learn to read and spell

 

Learning to read in English would be such a simple task for kids with Dyslexia if all similar-sounding phonemes were spelled the same.  They aren’t.  English is such an unfair language with so many iniquitous rules!

For those of us who don’t have Dyslexia, learning to read means memorizing the symbolic code of letter combinations and then using them in new contexts.  Many of us just read naturally, understanding that these letter combinations create words and sounds.  Linguists call these sounds ‘phonemes.’  Our brains just register the words and are equipped to read three or four words ahead of time.  We are also mentally able to pull words apart, separate them into syllables and apply all of those unfair spelling rules easily and logically.

What do kids with Dyslexia need?

For students with Dyslexia, this process of reading does NOT come naturally.  Dyslexics do not use the process of sounding out phonemes (decoding) while reading and applying spelling rules while writing (encoding).  Instead of decoding, these students memorize words in entirety and make mental pictures of each word they learn.  The predicament with this strategy is that when they get to a word that they are unfamiliar with, they have no coping mechanisms to attack that particular word.

An example of the difficulty for some of us to learn which combination of letters creates which phoneme is the sound of the letter ‘a’ as in the word ‘cake.’  The long ‘a’ sound is written differently in different words, as in baby, ape, sail, play, steak, vein, eight and they.  For students with reading disabilities, something interferes with the acquisition of these written phonemes, and in order to learn, these students must be taught how to read in a different way.  One such way is using a multi-sensory method.

What does multisensory mean?

When taught with a multi-sensory approach, students will learn alphabetic patterns, phonemes and words by utilizing all pathways – hearing (auditory), seeing (visual), touching (tactile) and moving (kinesthetic).

When learning the vowel combination ‘oa,’ for example, the student might first look at the letter combination on a picture of a GOAT, then close his/her eyes and listen to the sound, then trace the letters in the air while speaking out loud.  This combination of listening, looking, and moving around creates a lasting impression for the student as things will connect to each other and become memorable.   Using a multi-sensory approach to reading will benefit ALL learners, not just those with reading disabilities.

What is Orton-Gillingham?

The other significant component in helping a struggling reader learn to read and write is utilizing an Orton-Gillingham approach.  In Orton-Gillingham, the phonemes are introduced in a systematic, sequential and cumulative process.   The Orton-Gillingham teacher begins with the most basic elements of the English language. Using repetition and the sequential building blocks of our language, phonemes are taught one at a time. This includes the consonants and sounds of the consonants.  By presenting one rule at a time and practicing it until the student can apply it with automaticity and fluency, students have no reading gaps in their word-decoding skills.  As the students progress to short vowels, they begin reading and writing sounds in isolation.  From there they progress to digraphs, blends and diphthongs.

Students are taught how to listen to words or syllables and break them into individual phonemes.  They also take individual sounds and blend them into a word, change the sounds in the words, delete sounds, and compare sounds.  For example, “…in the word steak, what is the first sound you hear?  What is the vowel combination you hear?  What is the last sound you hear?  Students are also taught to recognize and manipulate these sounds.  “…what sound does the ‘ea’ make in the word steak?  Say steak.  Say steak again but instead of the ‘st’ say ‘br.’-  BREAK!

Every lesson the student learns is in a structured and orderly fashion.  The student is taught a skill and doesn’t progress to the next skill until the current lesson is mastered.  As students learn new material, they continue to review old material until it is stored into the student’s long-term memory.  While learning these skills, students focus on phonemic awareness.  There are 181 phonemes or rules in Orton-Gillingham for students to learn. Advanced students will study the rules of English language, syllable patterns, and how to use roots, prefixes, and suffixes to study words. By teaching how to combine the individual letters or sounds and put them together to form words and how to break longer words into smaller pieces, both synthetic and analytic phonics are taught throughout the entire Orton-Gillingham program.

Students with Dyslexia need more structure, repetition and differentiation in their reading instruction.  They need to learn basic language sounds and the letters that make them, starting from the very beginning and moving forward in a gradual step by step process.  This needs to be delivered in a systematic, sequential and cumulative approach.  For all of this to “stick” the students will need to do this by using their eyes, ears, voices, and hands.

 

Learn more about the New PRIDE Reading Program

___________________________________________________________________________

Karina Richland, M.A. is the Founder of PRIDE Learning Centers in Southern California.  She is the author of the PRIDE Reading Program, an Orton-Gillingham based reading program.  For more information visit the PRIDE Learning Center website at www.pridelearningcenter.com

5 Questions you need to ask when extra reading help is offered at school

5 Questions you need to ask when extra reading help is offered at school


Many students require extra help in reading.  When evaluating remedial reading programs for your child, be aware that not all programs are effective and many can be a waste of time.  I made a list of 5 important questions to ask before enrolling your child in this extra reading help.

1.  Will the reading help my child receives be provided by a trained teacher, paraprofessional or a parent volunteer?

 

In many schools parents are trained to work as parent volunteers and aids to help the students who are struggling.  If your child has been diagnosed with a learning disability, or you suspect a more severe issue than the school is acknowledging, then you will probably want to decline any reading help that is not from a highly trained reading therapist or reading specialist.  A child with true learning difficulties will need instruction delivered by an experienced expert using an effective method for sufficient time for the child to catch up to grade level.

 

2.  What specific reading help will my child be receiving?

 

A child with a reading disability will need a multisensory, systematic, very structured and cumulative reading program with direct and explicit instruction in phonemic awareness and followed by synthetic and analytic phonics with lots of repetition and practice.  It will need to integrate the teaching of listening, speaking, reading, spelling, vocabulary, fluency, handwriting, and written expression.  Also, remedial programs differ from “mainstream” programs in the extent to which phonology and language structure are explicitly taught.  For best results, avoid reading help that teaches your child the material in the same way he or she was taught the first time around.  That didn’t work.  Also avoid programs that allow too many kids in the group.  The idea is that your child needs more individualized attention.

 

3.  What kind of training in this reading help does the teacher delivering the instructions have?

 

Although the choice of reading program is important, the expertise and training of the teacher are even more critical.  Attendance at a 2 day workshop is probably enough to gain an overview of an approach, but to be truly competent at using this approach, a teacher or therapist should have completed at least 20 – 30 hours of training as well as plenty of experience teaching the program.

 

4.  What will my child miss in the classroom while he gets this reading help?

 

Being pulled out of class can be challenging for students, especially in the middle school years, since they might have to make up material that they miss in class and might receive lower grades in subjects in which they normally do well.

 

5.  Can I come and watch a session?

Check out the teacher, the program and the other students.  See if this is the right fit for your child and if the reading help is working and delivering results.

 

Learn more about the New PRIDE Reading Program

___________________________________________________________________________________________________________________________________

 

Karina Richland, M.A. is the Founder and Director of PRIDE Learning Centers, located in Southern California.  Ms. Richland is a certified reading and learning disability specialist.   Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications.  You can visit the PRIDE Learning Center website at: www.pridelearningcenter.com

 

 

 

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