Paper Summary:

This paper discuses the importance of pre-reading assessment to determine if a child will need early intervention to assure that he will become a fluent, independent reader. Next, the author indicates the appropriateness of using the Yopp-Singer Test of Phonemic Segmentation because phonemic awareness is believed to be the best indicator of a student's future long term reading ability. The paper underscores the importance of developing good reading skills early as reading is the base for all further learning. The appendix includes the Yopp-Singer Test of Phonemic Segmentation.

From the Paper:

"Now, clearly there is concordance with the concept and the meanings of each term. The work must move on to develop a clearer explanation of how this awareness is indicative of reading ability. For many years educators believed that letter recognition and the ability to recognize that the printed word is read (in most languages) from the left to right were the most important indicators of reading readiness in children, and though these two concepts are important they are reflective of rote memory tasks, a concept of learning that is clearly outmoded. "

Sample of Sources Used:

• Adams, M. J. (1994). 1 Phonics and Beginning Reading Instruction. In Reading, Language, and Literacy: Instruction for the Twenty-First Century, Lehr, F. & Osborn, J. (Eds.) (pp. 3-19). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Allor, J. H. (2002). The Relationships of Phonemic Awareness and Rapid Naming to Reading Development. Learning Disability Quarterly, 25(1), 47.
• Ashmore, R. A., Farrier, M. J., Paulson, L. H., & Chu, X. (2003). The Effects of Phonemic Awareness Drills on Phonological Awareness and Word Reading Performance in a Later Learned Alphabetic Script. Reading Improvement, 40(1), 33.
• Bradley, L., & Bryant, P. (1991). 3 Phonological Skills Before and After Learning to Read. In Phonological Processes in Literacy: A Tribute to Isabelle Y. Liberman, Brady, S. A. & Shankweiler, D. P. (Eds.) (pp. 37-44). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Fielding-Barnsley, R. (1997). Explicit Instruction in Decoding Benefits Children High in Phonemic Awareness and Alphabet Knowledge. Scientific Studies of Reading, 1(1), 85-98.

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