1
Q
phonological awareness vs. phonemic awareness
A
- phonemic awareness is subcategory of phonological awareness
- phonological awareness is broader; i.d. and manipulate larger parts of spoken language (words, syllables, onsets and rimes)
2
Q
alternative labels for phonics
A
- graphophonemic relationships
- letter-sound associations
- sound-symbol correspondences
- sound-spellings
3
Q
Alphabetic Principle
A
the understanding that there are systematic and predictable relationships between written letters and spoken sounds
4
Q
implications/steps to teach phonics in the classroom
A
- Assess (formal and informal)
- Plan (systematic, explicit, and sequenced instruction)
- Explicitly… teach and model phonics
- Select…and design resources and strategies
- Provide…fluency practice in variety of ways
- Provide…ongoing assessment
5
Q
What do effective systematic and explicit instruction phonics programs provide?
A
- learn to relate letters and sounds, break spoken words into sounds, blend sounds to form words
- understand why relationship between letters and sounds is being learned
- apply phonics knowledge while reading words, sentences, and text
- apply knowledge to own writing
- is adaptable to individual student needs
- includes alphabetic knowledge, phonemic awareness, vocabulary development, and reading of text
6
Q
What are 3 types of non-systematic phonics programs?
A
- literature-based programs (emphasize reading and writing with some phonics embedded in activities)
- basal reading programs (whole-word or meanings-based activities)
- sight-word programs (teach 50-100 sight words before instruction using Alphabetic Principle)
