Phonemic awareness training: What to teach and how to teach it

Categorizes the various phonemic awareness training tasks (i.e., tasks that require the ability to perceive a spoken word as composed of a sequence of individual sounds) according to their probable usefulness in the early stages of reading-readiness training. The tasks of blending and oral phonemic...

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Bibliographic Details
Published in:Journal of educational psychology 1980-10, Vol.72 (5), p.686-700
Main Author: Lewkowicz, Nancy K
Format: Article
Language:English
Subjects:
Human
Phonemes
Phonics
Phonological Awareness
Reading Education
Reading Readiness
Teacher Education
Teaching Methods
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Summary:Categorizes the various phonemic awareness training tasks (i.e., tasks that require the ability to perceive a spoken word as composed of a sequence of individual sounds) according to their probable usefulness in the early stages of reading-readiness training. The tasks of blending and oral phonemic segmentation are singled out as most closely associated with reading and, therefore, most clearly deserving of inclusion in a reading-readiness program. The potential of the other phonemic awareness tasks for aiding mastery of blending and segmentation is evaluated with the help of experimental evidence about relative difficulty of tasks; where available evidence is insufficient, appropriate experiments are suggested. Current knowledge about how to teach segmentation and blending is surveyed, and areas needing further research are suggested. (39 ref)
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.72.5.686