Phonemic Awareness Development

Paper Summary:

The paper relates how the Yopp-Singer Test of Phonemic Segmentation was used on a kindergarten class and 30% of this group (6 students) were found lacking sufficient phonemic awareness skills. The paper describes how reading and phonemic exercises were helpful to these students in achieving pre-reading phonemic awareness skills. The paper concludes with the research on this topic. The Yopp-Singer Test of Phonemic Segmentation is included as an appendix to the paper.

Outline:
Statement of Problem: Phonemic Awareness
Proof of Problem
Goal for Improvement
Implementation
Setting
Fact Finding Research

From the Paper:

"The concerns noted stem from both classroom experience and research. Early observation through informal means displayed that many of the students in this Kindergarten class lack phonemic awareness. To test this informal theory the Yopp-Singer Test of Phonemic Segmentation was used and results reflected that a full 30% of this group of kindergarten students are lacking sufficient phonemic awareness skills in order to perform phonemic segmentation and phonemic manipulation. These emergent students lack the skills needed to enter the independent reading stage. At this point in the academic year, all kindergarten students should be able to segment and manipulate phonemes in order to become independent readers."

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.

More papers on Phonemic Awareness Development:

• Essay # 65283 : "Phonological Awareness and Reading"
• Analytical Essay # 145436 : "Pre-Reading Assessment"
• Persuasive Essay # 136000 : "Children with Speech Impediments"

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