Based on research by Paulson, Lucy Hart (2004) the development of phonological awareness skills in preschool children: From syllables to phonemes. Theses, Dissertations, Professional Papers, University of Montana, United States, Used with permission.
Phonological Skills for Reading Success and At-risk Students
Phonological skills predict reading success and at-risk students and the answer is as simple as A, B, C, and 1,2,3!
Phonological skills not only predict reading success but also the most effective, the easiest, the fastest, and the cheapest method to identify the at-risk students.
Phonological skills refer to the ability to identify, manipulate and remember the sounds – connect, remove, add and separate the sounds such as connecting the sounds of s, m, a, sh = smash; removing the sound of n from the word jungle= juggle; adding the sound s at the beginning of the word witch = switch; separating the sound shower = sh, ow, er
If the student can manipulate the sounds, you can predict his reading success but if he has trouble manipulating the sounds it identifies that he would have trouble learning to read. This theory applies to any language with an alphabetic writing system that represents language at the sound level such as English and French.
Why is that so?
When we learn how to read English words, we need to learn the phonemes, the sounds, and not the letters of the alphabet because the sounds are the basic building blocks of words. The letters of the alphabet are only useful in the advanced concept of learning to read such as learning the vowel-consonant e syllable or the silent e.
We connect the sounds or another term blend the sounds so that the student can learn to read and even spell words he has not seen, for example, we connect the sounds m a n = man to be able to read and spell the word man correctly but how can you read and spell the word ‘ man’ if you connect the letters m a n – get it? Teaching children how to read and spell well is as simple as that!
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