The Effect of Teaching Kinesthetic Letter Sound Symbols to Students

Phonological awareness is being able to distinguish the assembly of isolated sounds that make up words and experiment with adjusting the distinct sounds known as Phonemes to form new words (Emmit, Hornsby & Wilson, 2013). Elements of phonological awareness include practice with separating, manipulating and grouping together sounds of words, in addition to exploring words and sounds in an enjoyable way using rhymes (Matheson, 2005). Phonological awareness provides innovative processes for a broader vocabulary and the ability to sound out new words (University of Oregon, 2009). The decoding process that occurs allows readers the ability to then concentrate on the meaning of what they read and improve their reading development (Reid Lyon, 1998). When teaching phonological awareness to children, teachers should work in small groups that explore only a couple of concepts at a time for instance how the mouth moves when saying a variety of isolated sounds in comparison to these phoneme sounds blended to assemble a word (Learning Point Associates, 2004). In conjunction with the familiarity of phonemes and words in phonological awareness, it is imperative to integrate this fundamental feature of reading development with understanding graphemes, and the link to letters in print to their phonemes sounds with phonics (Fellows & Oatley,

Initial assessments revealed that Cormac has strong listening comprehension and with support and explicit instruction in decoding (print skills) and sight word recognition, Cormac has the ability to read at a higher level. His strengths in certain phonics include many of the early emergent literacy skills such as letter identification and letter sound correspondence as well as initial sound identification and phoneme segmentation. He demonstrates weaknesses in sight word automaticity, effective use of the three cueing systems, and decoding unfamiliar CVC words with short vowels as well as phonograms, phoneme blending and phoneme substitution.

Orton Gillingham strategies or methodologies are specially created to assist students with reading difficulties by using explicit, direct instruction when teaching the correlation between sounds and letters, and then builds on each of these skills. The OG multi-sensory approach utilizes visual, auditory, tactile, and kinesthetic movement to assist children in coupling written and spoken language with letters and words. For example, students might learn the letter b by seeing it, saying its name, sounding it out, and then writing it in the sand or shaving cream with their fingers. By utilizing a multi-sensory approach to reading instruction, students are sure to retain the information taught using the multiple modalities

This website is incorporated into the all learning styles that are visual, auditory, and kinesthetic expertise that support kids to execute, perceive, review, and analyze their skills individually. For instance, by clicking on any letter, kids will distinguish between speech sounds (Phonemes) and letters forms that support to build their alphabetic intelligence. This process is called “Alphabetic Principle” which is the base of the phonics. Each letter row comprises the sounds or phonemes; children listen, recognize, and manipulate single sounds or phonemes in spoken words (phonemic awareness) and understand that the letters in a word are methodically characterized by sounds (alphabetic

First, Bergeron et al. (2009) conducted two studies with single-subject design. Acquisition of grapheme- phoneme correspondence was examined using semantic association strategy supplemented with Visual Phonics. Study 1 looked into five students who were in oral or signing programs and between 3.1 to 7.1 years old. Besides, study 2 investigated different five students who were in oral program and 3.1 to 4.5 years old. 9 weeks of intervention were conducted during the first study; on the other hand, the intervention program for the second study was six weeks long. All children were able to learn and use grapheme-phoneme correspondences; as a result, researchers concluded that the intervention was efficacious.

Phonemic awareness is defined as the ability to distinguish sounds; a skill that allows you to listen for, count sounds, and identify distinct sounds. Letter naming isn’t included in phonemic awareness. Phonemic awareness can be taught explicitly or indirectly through games, manipulatives activities, chanting, reading and sing along songs, or poems. Phonemic awareness is more than just recognizing sounds. It also includes the capability to hold on to those sounds, and blend them effectively into words, and take them apart again. Phonemic awareness is important for reading development because it’s the foundation you must overcome in order to get to the next stage of reading, and writing. Research of the NRP (National Reading Panel) says that during the kindergarten year, 18 hours of total of phonemic instruction- just 30 minutes week, six minutes a day- provided maximum advantage.

Phonemic Awareness refers to the knowledge that spoken words can be broken apart into smaller segments of sound known as phonemes. We learned about two levels of PA, one is auditory-you can do this in the dark and the other is matching sounds to letters. Reading to children at home—especially material that rhymes—often develops the basis of phonemic awareness. Not reading to children will probably lead to the need to teach words that can be broken apart into smaller sounds. Correlational studies have identified phonemic awareness and letter knowledge as the two best school-entry predictors of how well children will learn to read during their first 2 years in school. This evidence suggests the potential instructional importance of teaching PA to

Before 1975, in Woods Loke Primary School in Lowestoft, England, teaching reading was based on whole word approach. Finding a group of children with writing and reading difficulty was a reason to find a method to teach children letter sounds first to see if basic knowledge of sounds and their relation with words is a helpful and practical one. As Sue Lloyd, the author of the method says, later in 1980s, the school introduced some blending structures in addition to the letter-sound activity. Sounds in words were taught first, it helped children to identify them and relate them to the letters. This phonemic awareness made reading and writing much easier for learners. Based on an external research experiment

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The teacher provided the children to identify some letters in the print but does not provide opportunity for all the children to become engaged in the activity. The teacher did take some opportunity to draw the childrens attention to the sounds in words but the children were not motivated to complete the activity. The activity seemed rushed and the children seemed to think the activity was drawn out. Some other activities that were observed in the classroom seemed to promote letter recognition. Children were encouraged to identify letters on their mat and match them to their lower-case letters. Although the activity had a goal in mind there was no opportunity for the children to discuss and there was little opportunity for the activity to be extended. Another activity available was a drawing activity where the children were able to draw a picture of their favorite animalsThe teacher shared that they can use their mouths and lips to say each word to help them identify the beginning letter sounds. After discussing with the teacher the activities in the classroom she shared that she has been incorporating an abundance of fine motor skill activities and has found that language activities are provided but not on a consistent timeline. Home school projects were also discussed and she shared that activities were sent home monthly to encourage parents to have a much more hands on role in their childs literacy skills. Newsletters are also sent home monthly

Language and literacy play a huge role in childhood development. In this paper I will be discussing the topic, letter and word recognition. My standard states; with modeling and support, recognize and name some upper and lower case letters in addition to those in first name. The activity I chose for this standard is called matching alphabet rocks. I chose this activity because of Marzano’s Nine Essential Instructional Strategies, but I focused on the firth strategy. The strategy states that nonlinguistic representations have been proven to stimulate and increase brain activity. In this activity students will match their lower case letters to their upper case letters. I will set up this activity by having lower case letters written on the rocks

Reading begins with a foundation in spoken language. Children must understand the relationship between the ways words sound and how they look and relate to one another on paper. Early exposure to reading and writing introduces children to emergent literacy. They learn that printed words are meaningful, there are different forms of printed matter, there are rules for spoken language transcribed and there are some predictable conventions of written language. Children are effective readers when they exhibit phonological awareness and are capable of identifying distinct sounds that make up words. When presented with phonological awareness,

The typical attainment level in literacy are low in children with hearing loss in comparison with their typically hearing counterparts (Harris & Beech, 1998; Kuntz, Golos, & Enns, 2014; Golos & Moses, 2013; Leybaert, 1998; Salmon, 2014). Specific to the foundation of literacy skills, phonological awareness is the understanding that words are broken up into syllables (a beat of sound), that are broken up into further individual sounds; it is the understanding that these sounds are noticed, thought about, and can be manipulated, and is general awareness of phonemes (Kamhi & Catts, 2012). A typically hearing child associates sound with meaning and within various contexts, and a child with hearing loss only associates visually what letters and

Phonemic awareness is crucial to a child’s development of learning how to read. According to the National Institute for Literacy, by incorporating phonemic awareness into reading instruction, “Children’s ability to read words increases” (p. 5). This is due to the process of learning the individual sounds of the letters that make up words before the overall word itself. Not only does this phonemic awareness help children learn to read but it also helps with their ability to spell. This is due to their understanding of the sounds and letters that create words.

As a childhood educator, I see the need for children to learn letters in various ways. However, before children learn their alphabets, they must first learn the sounds of the letters. In doing this, there are ways in which children can learn and identify the sounds to each letter of the alphabets. My project will be called Phonic and Phonemic center. Phonemic awareness is necessary for letter recognitive and reading skills. In addition, phonemic awareness help gives children the ability to hear the sounds of letters. Phonemics only deal with the phnemes of the individual sounds of words. Phonics awareness help children connect sounds of spoken language with a single or group of letters Our Phonic and Phonemic center will help children