Knowledge and Skills Statement
State the following:
You are going to listen to words and tell me the sounds you hear. For example, the sounds you hear in the word dog are /d/-/o/-/g/. Can you tell me the sounds you hear in these words?
- flash—/f/-/l/-/a/-/sh/
- spread—/s/-p/-/r/-/e/-/d/
- trunk—/t/-/r/-/u/-/n/-/k/
- pinch—/p/-/i/-/n/-/ch/
- glider—/g/-/l/-/i/-/d/-/er/
Research
Baker, S. K., Beattie, T., Nelson, N. J., & Turtura, J. (2018). How We Learn to Read: The Critical Role of Phonological Awareness. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from https://improvingliteracy.org/brief/how-we-learn-read-critical-role-phonological-awareness
Summary: Phonological awareness involves being able to recognize and manipulate the sounds within words. This skill is a foundation for understanding the alphabetic principle and reading success. There are several ways to effectively teach phonological awareness to prepare early readers, including: 1) teaching students to recognize and manipulate the sounds of speech, 2) teaching students letter-sound relations, and 3) teaching students to manipulate letter-sounds in print using word-building activities.