Phonemic Awareness: Foundations of Reading - University of Cabuyao PDF

CHAPTER 2: FOUNDATIONS OF PHONEMIC AWARENESS Science and Development of Reading – Week 3  Intended Learning Outcomes At the end of the lesson, the learners are expected to: Define phonemic awareness and its components; Recognize the importance of phonemic awareness in reading;...

CHAPTER 2: FOUNDATIONS OF PHONEMIC AWARENESS Science and Development of Reading – Week 3  Intended Learning Outcomes At the end of the lesson, the learners are expected to: Define phonemic awareness and its components; Recognize the importance of phonemic awareness in reading; Differentiate between phonemic awareness and phonics; and, Analyze the developmental progression of phonemic awareness skills. UNDERSTANDING PHONEMES  Definition of a Phoneme The term originated from the French word ‘phoneme’, coined in the early 1870s by the French linguist Dufriche- Desgenettes. It is the smallest unit of speech distinguishing one word (word element) from another. For example, the word ‘dog’ is made up of three phonemes – ‘d’, ‘o’, and ‘g’. These are not the written letters but the spoken sounds. On the other hand, the word ‘chain’, although made up of five letters, only contains three phonemes – ‘ch’, ‘ai’, and ‘n’.  Kinds of Phonemes In the English language, there are 44 phonemes in total – which are divided into 19 consonants, 7 digraphs, 5 ‘r-controlled’ sounds, 5 long vowels, 5 short vowels, 2 ‘oo’ sounds, and 2 diphthongs.  Kinds of Phonemes Consonant Phonemes /b/, /d/, /f/, /g/, /h/, /j/, /k/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /v/, /w/, /y/, /z/ Consonants x, q, and c do not have unique phonemes  Kinds of Phonemes Vowel Phonemes Short vowels – /a/, /e/, /i/, /o/, /u/ Long vowels – /ā/, /ē/, /ī/, /ō/, /ū/  Kinds of Phonemes Digraph Phonemes Consonant Digraphs (a combination of two consonants that represent one sound) – /ch/, /sh/, /ng/, /th/ (voiced), /th/ (unvoiced), /zh/, /wh/ Vowel Digraphs – /ai/, /ay/, /ee/, /ea/, /oa/, /oe/  Kinds of Phonemes R-Controlled Phonemes /a(r)/, /ā(r)/, /i(r)/, /i(r)/, /u(r)/ ‘oo’ Vowel Phonemes /oo/, /ōō/ Diphthongs /ow/, /oy/  Articulatory Phonetics It is the branch of phonetics concerned with describing the speech sounds of the world's languages in terms of their articulations, that is, the movements and/or positions of the vocal organs (articulators).  The Articulators  Articulatory Phonetics Voiced Sounds Sounds that make our vocal cords vibrate when they are produced. Voiced vowels: /a/, /e/, /i/, /o/, /u/ Voiced consonants: /b/, /d/, /g/, /j/, /l/, /m/, /n/, /ng/, /r/, /sz/, /th/, /v/, /w/, /y/, /z/  Articulatory Phonetics Voiceless Sounds Sounds that are produced from air passing through the mouth at different points. Voiceless consonants: /ch/, /f/, /k/, /p/, /s/, /sh/, /t/, /th/  Articulatory Phonetics Manner of Articulation A stop involves a complete closure of the articulators, preventing the escape of the air. /p/, /t/, /k/, /b/, /d/, /g/  Articulatory Phonetics Manner of Articulation The fricatives are sounds that are produced with a close approximation between the articulators, which allows the air to escape with some friction. /f/, /v,/ /θ/ (voiceless th), /ð/ (voiced th), /s/, /z/, /ʃ/ (sh), /ʒ/ (zh), /h/  Articulatory Phonetics Manner of Articulation The affricates are the sequence of stop plus fricative. The articulators get together and then the release stage is done progressively producing friction. /ʧ/ (ch), /ʤ/ (j)  Articulatory Phonetics Manner of Articulation The nasal sounds happen when there is a velic opening and there is a complete obstruction at some point in the mouth so that airflow escapes only through the nose. /m/, /n/, /ŋ/ (ng)  Articulatory Phonetics Manner of Articulation The glide sounds are produced with little obstruction of the airstream. These are also known as semivowels. /y/, /w/, /j/  Articulatory Phonetics Manner of Articulation The liquid sounds are produced in the oral cavity with some obstruction of air stream in the mouth, but there is no friction in the production of these sounds. /l/, /r/  Articulatory Phonetics Place of Articulation The bilabial sounds are produced by bringing both lips together. /p/, /b/, /m/  Articulatory Phonetics Place of Articulation The labio-dental sounds are produced by touching the bottom lip to the upper teeth. /f/, /v/  Articulatory Phonetics Place of Articulation The interdental sounds are produced by putting the tip of the tongue between the teeth. /θ/, /ð/  Articulatory Phonetics Place of Articulation The alveolar sounds are produced by raising the tongue to the alveolar ridge in some way. /t/, /d/, /n/, /s/, /z/, /l, /r/  Articulatory Phonetics Place of Articulation The palatal sounds are produced by raising the front part of the tongue to the palate. /ʃ/, /ʒ/, /ʧ/, /ʤ/, /ʝ/  Articulatory Phonetics Place of Articulation The velar sounds are produced by raising the back of the tongue to the soft palate or velum. /k/, /g/, /ŋ/  Articulatory Phonetics Place of Articulation The uvular sounds are produced by raising the back of the tongue to the uvula. /ʀ/, /q/, /ɢ/  Articulatory Phonetics Place of Articulation The glottal sounds are produced by restricting the airflow through the open glottis or by stopping the air completely at the glottis. /h/, /Ɂ/  PHONEMIC AWARENESS VS. PHONICS PHONEMIC AWARENESS PHONICS According to Yopp (1992), it is It focuses on letter-sound the ability to hear and manipulate relationships, specifically matching the sounds in spoken words and phonemes (sounds) to graphemes the understanding that spoken (letters that represent sounds). words and syllables are made up visual and auditory of sequences of speech sounds. oral and auditory  Components of Phonemic Awareness Rhyming – identifying words that rhyme or producing words that rhyme Isolation – identifying a specific sound in a word Segmentation – pulling apart the sounds in a word in order Deletion – taking a sound off of a spoken word Substitution – changing a sound in a word to another sound Blending – putting together sounds to make a word Key Terminologies in Phonemic Awareness Phoneme – A phoneme is a speech sound. It is the smallest unit of spoken language and has no inherent meaning (National Reading Panel, 2000). Phonemic Awareness – The ability to hear and manipulate the sounds in spoken words, and the understanding that spoken words and syllables are made up of sequences of speech sounds (Yopp, 1992). Phonemic awareness involves hearing language at the phoneme level. Key Terminologies in Phonemic Awareness Phonics – The use of the code (sound-symbol relationships) to recognize words. Phonological Awareness – The ability to hear and manipulate the sound structure of language. This is an encompassing term that involves working with the sounds of language at the word, syllable, and phoneme level. Continuous Sound – A sound that can be prolonged (stretched out) without distortion (e.g., r, s, a, m). Key Terminologies in Phonemic Awareness Onset-Rime – The onset is the part of the word before the vowel; not all words have onsets. The rime is the part of the word including the vowel and what follows it. Segmentation – The separation of words into phonemes.  PHONEMIC AWARENESS ACTIVITIES  Sing songs and nursery rhymes: Rhymes help children understand that sounds in the language have meaning and follow certain patterns. Have fun reading and reciting songs and nursery rhymes together and exaggerate the rhyming words to highlight the different sounds in each word. Encourage listening: Encourage the child to listen closely and pronounce the sounds in words. Help them listen for individual sounds in words, pull them apart, and put them together.  Speak slowly and use repetition: If the child is struggling to hear sounds within a word, say the word slowly and repeat the word if necessary. This will make it easier for them to hear the individual sounds. The goal is to help them develop an “ear for sounds”. Create word cards: Write some words that have three sounds on separate pieces of card, e.g. cow, bat, dog, lip, sun, pot. Let the child choose a card, read the word together, and then hold up three fingers. Ask them to tell you the first sound they hear in the word, then the second, then the third.  Create a print-rich environment: Printed words allow children to see and apply connections between sounds and letters. Make an effort to draw your child's attention to sounds by saying and pointing to letters at the same time. Play “I Spy the Sound”: “I Spy the Sound” is a fun way to build phonemic awareness. In this variation of “I Spy”, spy words that begin with a certain sound, rather than a letter.  Word games: Have fun inventing word games based on listening, identifying, and manipulating the sounds in words. Begin a word game with the child by asking questions like, “What sound starts the word __________”, “What sound ends the word __________”, “What words start with the sound __________”, or “What word rhymes with __________”. Write together: Sit down with your child to write a greeting card or a shopping list together while slowly sounding out the word sounds you write. This will help your child understand that words are made up of different sounds that come together to create meaning.  Play board games: Family board games like Junior Scrabble or Boggle are fun ways to play with words and sounds. Place an emphasis on the sounds in words and encourage the child to do the same. Read aloud regularly: Read slowly while pointing to each sound, and encourage the child to repeat them too. Fun phonemic awareness activities online: Reading Eggs features hundreds of fun and interactive online lessons that build essential phonics and phonemic awareness skills. Based on solid scientific research, the program has been shown to increase children's reading skills in just 15 minutes a day.  References Britannica, T. Editors of Encyclopaedia (2024, August 6). Phoneme. Encyclopedia Britannica. https://www.britannica.com/topic/phoneme 44 Phonemes in English and Other Sound Blends. https://magoosh.com/english-speaking/44-phonemes-in-english-and-other- sound- blends/#:~:text=In%20English%2C%20there%20are%2044,oo'%20sounds %2C%202%20diphthongs. Keating, P.A. (2002). Phonetics: Articulatory. International Encyclopedia of the Social & Behavioral Sciences. https://doi.org/10.1016/B0-08-043076- 7/02977-6 Voiced vs. Voiceless Consonants. https://www.thoughtco.com/voiced-and- voiceless-consonants-1212092  References The English Consonants. http://www.siff.us.es/fil/publicaciones/apuntes/teresals/apartado%205-0.pdf Place of Articulation. https://home.cc.umanitoba.ca/~krussll/138/sec3/poa- big.htm#:~:text=bilabial,%5D%2C%20and%20%5Bm%5D. Phonemic Awareness: Concepts and Research. http://reading.uoregon.edu/resources/bibr_pa_concepts.pdf 10 Phonemic Awareness Activities. https://readingeggs.com/articles/2014- 10-15-phonemic-awareness-activities/ Jerry L. Johns Literacy Clinic (n.d.). Raising Readers: Tips for Parents. https://www.cedu.niu.edu/_files/raising-readers/phonemic-awareness.pdf