Phonological Awareness:
Refers to the explicit awareness of the sound structure or phonological structure of spoken words. This skill focuses on the sound structure of language, not the letters.
Phonological awareness: Is the overall umbrella referring to the awareness of the sound structure of a spoken word (Gillon, 2004). When you are talking about rhyming, alliteration, clapping syllables, dividing words into onset and rime, you are talking about phonological awareness. Phonological awareness develops from the larger level, rhyming, to the smaller level, phonemic awareness.
Here are some other interesting facts the NRP suggests:
*Teach in small groups, with explicit and systematic instruction. (Struggling readers benefit most from groups of 3 or 4).
* The ability to blend and segment sounds give the greatest advantage to reading for K-1 students.
* Teach through games, songs, nursery rhymes, and activities.
* Connect phonological awareness with letters whenever possible. The connecting of speech to print improves phonemic awareness.
* Monitor progress at least every 2 weeks and make changes to the size of the group, the duration taught, etc. to help meet your goal.
* Provide direct instruction and guided practice of phonological activities and give particular attention to phoneme segmentation.
* The ability to blend and segment sounds give the greatest advantage to reading for K-1 students.
* Teach through games, songs, nursery rhymes, and activities.
* Connect phonological awareness with letters whenever possible. The connecting of speech to print improves phonemic awareness.
* Monitor progress at least every 2 weeks and make changes to the size of the group, the duration taught, etc. to help meet your goal.
* Provide direct instruction and guided practice of phonological activities and give particular attention to phoneme segmentation.