Often softened and pronounced uh about machine pencil

often softened and pronounced “uh” (about, machine, pencil,
tunnel, zebra, selection)
o This vowel sound is called the schwa , represented by ǝ
o Blending into Words
 readers blend or combine sounds to decode words
o Phonograms (Rimes)
 One-syllable words and syllables in longer words can be divided into two
parts
 Onset
o The consonant SOUND, if any, that precedes the vowel
 Rime
o The vowel and any consonant sounds that follow it
o 37 rimes found in 500 common words
 Decoding by Analogy
 Identify a rime and blend it with new onset to decode unknown
word

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o Phonics Rules
 Q is followed by u and pronounced /kw/
 R influences the preceding vowels so that they’re neither long or short
 Many rules aren’t very useful because there are more exceptions than
conforming words
 Teaching Phonics
o Best way to teach phonics is through a combination of explicit instruction and
authentic application activities
o Teach strategies to identify unknown words
 Sound it out
 Decode by analogy
 Apply phonics rules
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 Phonological
Awareness
vs. Phonemic
Awareness
o Phonological
awareness
 a broad skill that includes identifying and manipulating units of oral
language – parts such as words, syllables, and onsets and rimes.
 Children who have phonological awareness are able to identify and make
oral rhymes, can clap out the number of syllables in a word, and can
recognize words with the same initial sounds like 'money' and 'mother.'
o Phonemic awareness
 the specific ability to focus on and manipulate individual sounds
(phonemes) in spoken words.
 Phonemes are the smallest units comprising spoken language. Phonemes
combine to form syllables and words. For example, the word 'mat' has
three phonemes: /m/ /a/ /t/. There are 44 phonemes in the English
language, including sounds represented by letter combinations such as /th/.
 Acquiring phonemic awareness is important because it is the foundation
for spelling and word recognition skills.
 Phonemic awareness is one of the best predictors of how well children will
learn to read during the first two years of school instruction.
 Students need solid phonemic awareness training for phonics instruction
to be effective.
 Approximately 20-40% of children have difficulty with PA.
 Focusing on one or two skills is more effective than multiple skills e.g.
segmenting and blending

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
Characteristics of Phonological Units to be Considered
o Position in word – initial and final easier than medial.
o Number of phonemes in a word – cat is easier than sand.
o Size – compound words are larger than phonemes.
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o Phonological properties – continuants, such as /m/, are easier than stop sounds,
such as /t/.