Hi moms, today we will talk about Teach Reading Phonics. Phonemic Awareness is defined as the ability to identify, hear, and assist the littlest units of sound referred to as phonemes. It is NOT exactly like phonological awareness, instead, it is a sub-category of phonological awareness. As an example, phonemic awareness is narrow, and deals only with phonemes and manipulating the patient sounds of words – such as /c/, /a/, and /t/ are the patient sounds that produce as much as form the word “cat “.Phonological awareness on one other hand, includes the phonemic awareness ability, and it also includes the capability to hear, identify, and manipulate larger units of sound such as rimes and onsets.
Phonemic awareness could be taught very in the beginning, and will play a vital role in assisting children learn to see and spell. While it’s not set in stone on each time a child can learn to see, however, I actually do believe that the child that could speak is a kid that will learn to read. Children as young as couple of years old can learn to read by developing phonemic awareness, and they could learn to read fluently. Please see a video of a 2 year old (2yr11months) reading below.
Listed here are several of the most common phonemic awareness skills which are often practiced with students and young children:
- Phonemic identity – to be able to recognize common sounds in various words such as /p/ is the common sound for “pat”, “pick”, and “play “.
- Phonemic isolation – being able to recognize the average person sounds of words such as for example /c/ is the start sound of “cat” and /t/ could be the ending sound of “cat “.
- Phoneme substitution – to be able to change one word to another by substituting one phoneme. As an example changing the /t/ in “cat” to /p/ now makes “cap “.
- Word Segmenting – the parent says the term “lap”, and the child says the average person sounds: /l/, /a/, and /p/.
- Oral blending – the parent says the patient sounds such as /r/, /e/, and /d/, and the kid forms the term from the sounds to state “red “.
Studies have found that phonemic awareness is the better predictor of reading success in young children. Research in addition has found that children with a higher level of phonemic awareness progress with high reading and spelling achievements; however, some children with low phonemic awareness experience difficulties in learning how to read and spell. Therefore, it is very important for parents to help their young kids develop good phonemic awareness. 
To be able to oral blend and segment words helps children to read and spell. In line with the National Reading Panel, oral blending helps children develop reading skills where printed letters are changed into sounds which combine to make words. Additionally, word segmenting helps children breakdown words to their individual sounds (phonemes), and helps children learn to spell unfamiliar words.
As a kid begins to produce and master phonemic awareness skills, they’ll discover a completely new world on the net and reading. You will start their world to a whole new dimension of fun and silliness. They will be able to read books they enjoy, create a better knowledge of the entire world around them through printed materials, and have a whole lot of fun by making up new nonsense words through phonemic substitutions.
As an example, we taught our daughter to see at a early age – when she was a little over 2 and a half years old. Before she turned three, she’d run at home saying all types of silly words using phonemic substitution. Certainly one of her favorite was substituting the letter sound /d/ in “daddy” with the letter sound /n/. So, she would run around me in circles and repeatedly say “nanny, nanny, come try this” or “nanny, nanny, come play with me” etc… Of course, she only did this when she wished to be silly and to produce me laugh, at other times, she’d obviously properly refer in my experience as “daddy”, and not “nanny “.She is well aware of the differences between these words and is fully capable of using phonemic substitution to improve the letters in the words to make other words. Thank you for reading this article about Teach Reading Phonics and see you next time.
1. Cognition. 1991 Sep;40(3):219-49.
The relationship of phonemic awareness to reading acquisition: more consequence than precondition but still important.
Wimmer H, Landerl K, Linortner R, Hummer P.
University of Salzburg, Austria.