Progression of phonological awareness skills
[DOCX File]Introduction
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Phonological awareness builds the foundation for effective reading readiness for a child's future. Therefore, it is vital for educators to effectively build and instruct content and lessons, and accurately assess student progression.
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Foundational skills instruction should provide frequent opportunities for students to practice newly acquired phonological awareness and phonics skills through the use of decodable readers or text. ... that follows a carefully designed progression . Focus time and attention on phonological awareness starting in early kindergarten through grade 2
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Also, diversity in the phonological awareness tasks is of importance because of its developmental progression. The developmental nature of phonological awareness skills has implications for both assessment and intervention. Some tasks are easier than others; hence develop earlier (Vandervelden & Siegel, 1997; Yopp, 1988).
[DOCX File]Educational Testing Service
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Understands the progression of phonological awareness skills (e.g., word awareness, responsiveness to rhyme and alliteration, syllable awareness, onset and rime manipulation, and phoneme awareness) 4. Knows the age ranges at which the various phonological awareness skills should be acquired and how that knowledge applies to instructional practice
[DOC File]INTERVENTION STRATEGY:
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Certain activities can be modified and conducted at all levels of phonological awareness. These activities should be used in hierarchical progression until solid phonological awareness skills are developed at the phoneme level. They may also be varied throughout an intervention period.
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Chapter 5. Phonemic Awareness and Letter Knowledge―Strand C §501. BESE/LDE Reading Competencies―Knowledge. A. Knows the progression of development of phonological skill (e.g., rhyme, syllable, onset-rime, phoneme segmentation, blending, and substitution). (C.1.1)
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Phonological awareness and its role in beginning reading has the potential to confound supporters at both extremes of the whole language vs. phonics "debate" over reading instruction. Regardless of instructional technique, phonological awareness is an essential element for reading progress (Griffith and Olson, 1992).
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When planning keep in mind that foundational skills are taught both explicitly and implicitly. Also keep in mind that that the reading foundations strand includes print concepts, phonological awareness, phonics and word recognition and fluency. To help guide your instruction the maps include a weekly Reading Foundations section in all K-2 maps.
Oral Language and Phonological Development
More specifically, the simple to complex aspects of phonological awareness involve a spiraling progression of sensitivity to words, syllables, rhyme, and phonemes. Furthermore, the timing of this progression could also depend on cognitive growth (Anthony & Lonigan, 2004; Anthony et al., 2002; Lonigan, 2006, , 2007) and therefore should be ...
[DOC File]Lindamood Phoneme Sequencing Program
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LiPS-4 is designed to teach and improve skills in phonemic awareness, phonemic decoding, sight word knowledge, orthographic processing and spelling skills through the use of an oral-motor, visual, and auditory feedback system that allows individuals to identify, sequence, and …
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