The role of phonemic awareness in the development of emergent literacy

Phonemic awareness is discussed as one possible prerequisite and predictor of later reading ability. The role of phonemic awareness in the development of emergent literacy is investigated through a thorough review of relevant literature. The usefulness of phonemic awareness as a predictor of later reading and spelling achievement is discussed. In addition, the effectiveness of phonemic awareness intervention is discussed. Suggestion for future research are presented

Children at risk : their phonemic awareness development in holistic instruction

Includes bibliographical references (p. 17-19

The development of phonological and reading skills in English and Afrikaans children

A dissertation submitted to the Faculty of Arts University of the Witwatersrand, Johannesburg for the Degree of Master of Arts.Phonological awareness, or the ability to manipulate sounds, has been found to be highly correlated with the acquisition of reading skills. This awareness may be influenced by the orthography or language system in which the child is learning to read. In addition, different aspects of phonological awareness may also apply to different stages of reading development. This study found that depth of orthography does not seem to influence initial levels of phonological awareness. After two years of reading instruction, readers of a transparent orthography are better at phoneme segmentation and blending and reading nonwords than readers of an opaque orthography. Afrikaans children appear to begin leading in an alphabetic stage using a nonlexical strategy of grapheme-phoneme conversion. English beginner readers seem to start reading using predominantly a logographic strategy of visual word recognition. It also seems that some levels of phonological awareness such as onset/rime detection and syllable manipulation are acquired spontaneously by prereaders of both languages, but that the manipulation of phonemic units is dependent on the acquisition of literacy. The introduction of literacy training and/or the maturation of the children's phonological systems results in a change to a greater awareness of small phonemic units than larger units.AC201

Phonemic awareness : one piece of the learning to read puzzle

This research paper focuses on a review of current literature regarding the role of phonemic awareness within reading instruction for elementary students. Phonemic awareness studies and results will be shared. This paper will define phonemic awareness and relative terms, and contrast it with phonics instruction. Phonemic awareness instruction and intervention strategies will be discussed, including supplemental and intense instruction for at-risk readers. A possible sequence for teaching phonemic awareness, teaching applications, and professional book titles are offered as resources for educators of early elementary children

Promoting Phonological Awareness in Young Children through At-Home Activities: A Video Curriculum

Research relating phonological awareness, beginning reading acquisition, and parental involvement in children\u27s literacy development was read, evaluated, and summarized. A positive relationship between phonological awareness and learning to read was indicated from this review, and a correlation between parental literacy activities and children\u27s language and reading acquisition was found. Studies suggesting the existence of a developmental sequence of phonological skills were examined. The literature review provided a rationale and design for phonological awareness instruction. A research supported curriculum containing a teacher\u27s manual, take-home interactive video activities and activity sheets, and assessments was created

Is Phonemic Awareness Directly Related to Reading Achievement in Fourth Grade Students?

This study looked at the relationship between phonemic awareness and reading achievement in fourth grade students. The study involved 26 fourth graders from the same class at a suburban school in western New York State. The question addressed was: Can phonemic awareness be used as a predictor of reading achievement with fourth grade students? The data were collected using the word recognition and passage comprehension sections of the Woodcock Reading Mastery Test and the Yopp-Singer Test of Phoneme Segmentation. The Pearson product-moment coefficient of correlation was calculated to determine to what extent reading ability and phonemic awareness are related. This study doesn\u27t point to a strong relationship between phonemic awareness and reading ability in fourth grade students. This finding conflicts with similar research conducted with younger students. Some possible explanations are given for this discrepancy

The Relationship Between Phonemic Awareness And Preschool Children\u27S Literacy Activities

The purpose of the current study was to investigate the relationship between preschool children\u27s phonemic awareness and the literacy activities in which they choose to engage. Children (N=l4) in the study were observed twice weekly for 12 weeks in the normal preschool environment. Data collection was divided into two phases. The first phase consisted of watching one child at a time for 15 minutes and recording everything that child did during that time. The next phase c~ data collection consisted of watching the entire class and indicating on checklists what the children were doing during free play, circle time, and library time. This information allowed for frequency counts indicating what activities the children most frequently chose=~ engage in. Data was analyzed using the constant comparative method (Glaser & Strauss, 1967). Two researchers reviewed all field notes on several occasions to develop categories of literacy activities. These categories were developed and defined based on the activities of the children. Data were analyzed for each category, for each individual child, for the entire class, and for children with high and low phonemic awareness. Results indicated that children with high phonemic awareness were observed to engage in fewer literacy activities than children with low phonemic awareness. The children with low phonemic awareness engaged in the most literacy activities of all the children in the class. Recommendations for future research in regards to phonemic awareness and emergent literacy are provided