Developing Phonemic Awareness in Kindergarten Children

by Diane Hamilton (Spring 2008)

Unless otherwise specified, all photos are used with permission. Photo credit: David Hamilton


Introduction

Background

Many children have difficulty learning to read. Research shows that children who start out behind tend to remain behind (Snowling, Muter & Carroll 2007). For many students, frustration in reading leads to decreased motivation to read and less actual reading, resulting in less progress than peers (Berg & Stegelman 2003). Phonemic awareness is a predictor of later success in reading (Wood, Hill, Meyer, & Flowers 2005)and is a pre-requisite for phonics instruction (Groff 2001). Research shows that phonemic awareness can be taught(Castiglioni-Spalten & Ehri 2003), and is beneficial in conjunction with various reading instructional methods (Hindson, et. al. 2005 & Bursuck, et. al. 2004). It is the intent of this mini-course to help kindergarten teachers learn more about phonemic awareness and how to teach it to their kindergarten students.


Course Purposes and Performance Objectives

The purposes of this mini-course are the following:

  • To provide basic education on phonemic awareness
  • To provide training in skills and strategies needed for supporting students’ phonemic awareness development
  • To encourage the use of phonemic awareness training activities in kindergarten classrooms


After taking this mini-course, participants should be able to:

  • State the meaning of phonemic awareness.
  • State the difference between phonemic awareness training and phonics instruction.
  • State the role of phonemic awareness in early reading.
  • Demonstrate phonemic awareness training strategies.
  • Classify phonemic awareness activities and phonics instruction activities.
  • Choose to support phonemic awareness development by incorporating phonemic awareness training activities in classroom instruction.


Pre-requisites

Are you ready? Take a moment to assess your Pre-requisites.




Instruction

Unit One

Upon completion of this unit, the participant will be able to:

  • State the meaning of phonemic awareness.
  • Explain the process of decoding in early literacy.
  • Explain the role of phonemic awareness in early reading instruction.


Click here to begin Unit One.


Unit Two

Upon completion of this unit, the participant will be able to:

  • Discriminate and count the number of phonemes in spoken words.
  • Demonstrate phonemic segmentation.
  • Demonstrate phonemic blending.


Click here to begin Unit Two.


Unit Three

Upon completion of this unit, the participant will be able to:

  • Demonstrate phonemic awareness training strategies.
  • Explain the difference between phonemic awareness training and phonics instruction.
  • Distinguish between phonemic awareness activities and phonics instruction activities.


Click here to begin Unit Three.



Conclusion

Review of Course Purposes

As stated in the introduction to this mini-course, the purposes of this mini-course are (1) to provide basic education on phonemic awareness, (2) to provide training in skills and strategies needed for supporting students’ phonemic awareness development, and (3) to encourage the use of phonemic awareness training activities in kindergarten classrooms. Through this mini-course, participants engage in learning activities that are designed to enhance their ability to define phonemic awareness, describe the difference between phonemic awareness training and phonics instruction, explain the role of phonemic awareness in early reading, demonstrate phonemic awareness training activities, distinguish between phonemic awareness activities and phonics activities,and support phonemic awareness through classroom instruction.

Assessment of Outcomes

Did this mini-course succeed it meeting its goals?


Take a few moments to assess yourself, and this mini-course, through this course survey at http://www.surveymonkey.com/s.aspx?sm=eLGLMCGknIg6jC7tO_2baDNw_3d_3d (If you are inadvertantly routed to the home page for "survey monkey" at the completion of this survey, please use your "back" button to return to this wiki space for related Teacher feedback.)


Teacher.jpg


For Teacher feedback click this link File:CourseSurvey.wma Please be aware that you may need to use your Back button to return to this page after listening to the Teacher feedback.


Resources and Sources

For further information about phonemic awareness, visit the resources page or review the sources for this mini-course.


Thank you for participating in this course.