Phonological Awareness

Phonological and Phonemic Awareness Phonological awareness is a broad skill that includes identifying and manipulating units of oral language – parts such as words, syllables, and onsets and rimes. Children who have phonological awareness are able to identify and make oral rhymes, can clap out the number of syllables in a word, and can recognize words with the same initial sounds like 'money' and 'mother.' Phonemic awareness refers to the specific ability to focus on and manipulate individual sounds (phonemes) in spoken words. Phonemes are the smallest units comprising spoken language. Phonemes combine to form syllables and words. Students at risk for reading difficulty often have lower levels of phonological awareness and phonemic awareness than do their classmates. What the problem looks like A kid's perspective: What this feels like to me Children will usually express their frustration and difficulties in a general way, with statements like "I hate reading!" I don't know any words that rhyme with cat. How to help

Eye Can Learn | Eye Exercises for Visual Health and School Success Kids' Wings Award-Winning Literature with Lesson Plans that Cross the Curriculum! The Reading Treehouse How Spelling Supports Reading And why it is more regular and predictable than you may think Much about spelling is puzzling. Our society expects that any educated person can spell, yet literate adults commonly characterize themselves as poor spellers and make spelling mistakes. Many children have trouble spelling, but we do not know how many, or in relation to what standard, because state accountability assessments seldom include a direct measure of spelling competence. Few state standards specify what, exactly, a student at each grade level should be able to spell, and most subsume spelling under broad topics such as written composition and language proficiency. State writing tests may not even score children on spelling accuracy, as they prefer to lump it in with other “mechanical” skills in the scoring rubrics. But what about spell check? Clearly, the research base for claiming that spelling is important for young children is solid: Learning to spell enhances children’s reading and writing. Back to top Louisa C.

Teaching children with additional educational needs It deals with the rationale behind teaching English to such children and provides teaching strategies for the institution and the classroom. English as a foreign language for children with additional educational needs Diverse needs A school policy Methodological approaches Supporting the learner Organising classes English as a foreign language for children with additional educational needs It is often thought that foreign language learning for a child with additional educational needs can waste valuable time that could be spent more profitably on teaching 'more relevant' skills and that it may confuse children who already have problems mastering their mother tongue. However, it is important to provide every opportunity to expand and enhance the range of learning experiences available for these children by including them in a wide range of activities throughout life. One of these activities is foreign language learning. References Vygotsky, L. 1978.

Scholastic, Helping Children Around the World to Read and Learn Phonological Awareness