TUTORIAL TOPIC 4
Question:
Choose 3 reading articles from the attached texts in the Lecture section.
Read and make short notes based on your reading.
ARTICLE 1 (RAISING READERS: TIPS FOR PARENTS)
1. WHAT IS PHONEMIC AWARENESS?
-the ability to hear, identify, move or change sounds, called phonemes, in spoken words
2. SIX BASIC COMPONENTS OF PHONEMIC AWARENESS:
i. rhyming
ii. isolation
iii. segmentation
iv. deletion
v. substition
vi. blending
3. PARENTS ROLES TO PROMOTE PHONEMIC AWARENESS AT HOME
➢ Read books to your child that have rhyme, rhythm and repetition.
➢ Talk with your child and have fun with language.
➢ Play oral rhyming games with your child.
➢ draw their attention to sounds in words as we talk with them.
➢ Pull apart the sounds in words while doing daily activities.
➢ Include deletion activities
➢ Try sound substition activityies
➢ Give the child sounds in a word and ask them to blend to make the spoken word
➢ Enjoy silly language games
➢ Read to, sing with, and talk to the children as many times as possible.
ARTICLE 2 (Phonemic Awareness: Clarifying What We Know)
1. WHAT RESEARCH SAYS ABOUT PHONEMIC AWARENESS
-there are four particularly important findings on the role that phonemic awareness plays in
early literacy acquisition
i. A relationship exists between young children’s phonemic awareness and their
subsquent reading achievement in he 1st and 2nd grades.
ii. Children as youngas 3 and 4 have demonstrated phonemic awareness. (demonstrate
either some understanding of rhyming sounds or an awareness of sounds in words.)
iii. Opportunities to play with language result in the development of phonemic
awareness
iv. Adults can create opportunities for children to learn phonemic awareness
-children learn phonemic awareness bestwhen provided with an explanation of what it
means for words to have similar sounds, and what it mans to hear sounds in a word.
2. THE DEVELOPMENT OF PHONEMIC AWARENES
i. They begin attending to sounds in words (recognize words that rhyme)
ii. Produce and discriminate among words with similar beginning and ending sounds
iii. They can identify the syllables, or the sound chunks, in words (children begin to
understand that words can be broken down into chunks of sounds)
iv. Focus on the individual phonemes in each syllable (e.g: begin to hear three distinct
sounds in the word “bat” - /b/, /a/, /t/.
• Individual phonemes should not be emphasized when children are just starting to hear the
similiraties of beginning and ending sounds.
• Do not expect children to master syllable segmentation early on
3. CREATING A CLASSROOM ENVIRONMENT THAT SUPPORT YOUNG CHILDREN’S PHONEMIC
AWARENESS
-avoid creating an environment in which children are drilled in phonemic awareness,
especially if the associated activities are seperate from regular classroom activities
▪ Storybook reading – provides a great opportunity for young children to hear sounds in words
within the context of connected text, contain rhyming words, alliteration.
▪ Nursery, Rhymes, Jingles, Poems, and Finger Play Activities – select poems and rhymes that
actually do contain rhyming words and have close proximity to one another
▪ Circle time activities – revolve around the calendar, the weather, the daily schedule, and
topics that is a part of the theme
▪ Writing – helps strengthen the connections among speech, sounds in words, and written
words
▪ Beginning with what is familiar to the child – play with the sounds in their names and
manipulate the initial sounds.
▪ Making connections across the curriculum
ARTICLE 6 (PRINT AWARENESS)
Guidelines For Promoting Print Awareness
➢ Organize the books.
➢ Make sure students know how books are organized.
➢ Read to them.
➢ Use “big books”.
➢ Help children recognize words that occur frequently.
➢ Draws their attention to letters and punctuation marks.
➢ Label objects and centers in the classroom by using indeks card.
➢ Encourage prreschool to lay with print.
➢ Pretend play (e.g: write a shopping list)
➢ Help children understand the relationship between spoken and written language
➢ Reinforce the forms and functions of print
➢ Point them out in classroom signs, labels, posters, calendars, and so forth. Teach and
reinforce
➢ print conventions
➢ Discuss print directionality (print is written and read from left to right), word boundaries,
capital letters, and end punctuation.
➢ Teach and reinforce book awareness and book handling
➢ Promote word awareness by helping children identify word boundaries and compare words
➢ Allow children to practice what they are learning
➢ Ask them to listen to and participate in the reading of predictable and patterned stories and
books.
➢ Try to use a wordless picture book
➢ Provide many opportunities for children to hear good books and to participate in read-aloud
activities
SYAFIYAH BINTI MOHAMAD BASRI
PISMP TESL JUN 2019
