PHONOLOGICAL AWARENESS
ANN MORRISON, PH.D.
PHONOLOGICAL AWARENESS
• Is an umbrella term over the following:
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Listening for sounds
Rhyming
Syllabication
Phonemic awareness – phonemic awareness refers to a
student’s ability to blend, segment, delete, add, and
manipulate individual sounds within words
PHONOLOGICAL GRAIN SIZE
• Larger phonological grain sizes are longer
utterances
• Easier to hear and understand
• Smaller grain sizes are brief sounds
• More difficult to hear and understand
Smaller Grain Size
PHONOLOGICAL AWARENESS
• Phonemic awareness
• Syllabication
Larger Grain Size
• Rhyming
• Attention to sound
PHONOLOGICAL AWARENESS
VS. PHONICS
Phonological Awareness
• The manipulation of
sounds and can be
done with the eyes
closed
Phonics
• Includes letters as well
as sounds
MATTHEW EFFECTS OF READING
ATTENTION TO SOUND
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Separating sounds
Distinguishing between sounds
Sequencing sounds
Location of sounds
Identifying same and different sounds
ACTIVITY: LISTENING FOR SOUNDS
• Sit quietly for 15 seconds, what did you hear?
• Sit quietly for another 15 seconds, what did you
hear first, second, third, etc.
• Did you see the sounds being made? If not, how
did you know what made the sounds?
• Did any two sounds overlap? If so, how did you
know they were two separate sounds?
RHYMING
• Word endings that sound the same
• Spelling doesn’t matter
• Onset-rime
SYLLABICATION
• Syllables the phonological building blocks of words
• Mono-, bi-, tri-, polysyllable word
RHYMING GAME
• Teacher says a word
• Student says a rhyming word
• Go through all of the rhymes you can think of until
you are repeating yourself
• Words don’t need to be “real” words, nonsense
words are fine
PHONEMIC AWARENESS
• Smallest units of sound
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Addition
Deletion
Substitution
Manipulation
EXPLICIT INSTRUCTION
• Give instructions: I am going to say a word and I
want you to say a rhyming word
• Model: For example, if I say mop, you could say
hop, top, cop, rop, fop, or another rhyming word.
• Practice: Ready, let’s try one.
ERROR CORRECTION
Sometimes students will not be able to do what you ask
them to do
1. Acknowledge something the student did right
2. Model the correct answer
3. Have them say the correct answer with you, maybe
repeat if necessary
4. Have them try again
5. Don’t make them guess
MATCHING INITIAL SOUNDS ACTIVITY
• Take a look at the items on your table
• What are possible names for or ways to describe
the items on your table?
• One person picks an item and says a word to
describe it, emphasizing the initial sound
• Everyone else at the table looks for an item with the
same initial sound
INITIAL AND FINAL SOUNDS
ACTIVITY
• One person picks an item and says a word to
describe it, emphasizing the final sound
• The next person picks an object that begins with the
final sound of the previous object and says it’s
name
• The third person finds an object that begins with the
final sound of the previous object, and so on.