Введение
Фонемическая осведомленность – это часть фонологической осведомленности, в которой слушатели способны слышать, выделять и манипулировать фонемами – наименьшими смыслоразличительными единицами звука (морфемами). Разделение слова "cat" на три отдельных фонемы, /к/, /э/, и /т/, требует фонемической осведомленности. Национальная комиссия по вопросам чтения установила, что фонемическая осведомленность улучшает навыки чтения слов и понимание прочитанного у детей, а также помогает им научиться правописанию. Фонемическая осведомленность является основой для изучения фонетики. Фонемическую и фонологическую осведомленность часто путают из-за их взаимосвязи. Фонемическая осведомленность – это способность слышать и манипулировать отдельными фонемами. Фонологическая осведомленность включает в себя эту способность, но также охватывает умение слышать и манипулировать более крупными звуковыми единицами, такими как слоги, а также началом и окончанием слога.
Subset of phonological awareness
Phonemic awareness is a part of phonological awareness in which listeners are able to hear, identify and manipulate phonemes, the smallest mental units of sound that help to differentiate units of meaning (morphemes). Separating the spoken word "cat" into three distinct phonemes, , , and , requires phonemic awareness. The National Reading Panel has found that phonemic awareness improves children's word reading and reading comprehension and helps children learn to spell. Phonemic awareness is the basis for learning phonics. Phonemic awareness and phonological awareness are often confused since they are interdependent. Phonemic awareness is the ability to hear and manipulate individual phonemes. Phonological awareness includes this ability, but it also includes the ability to hear and manipulate larger units of sound, such as onsets and rimes and syllables.
Phonemic awareness is a part of phonological awareness in which listeners are able to hear, identify and manipulate phonemes, the smallest mental units of sound that help to differentiate units of meaning (morphemes). Separating the spoken word "cat" into three distinct phonemes, , , and , requires phonemic awareness. The National Reading Panel has found that phonemic awareness improves children's word reading and reading comprehension and helps children learn to spell. Phonemic awareness is the basis for learning phonics. Phonemic awareness and phonological awareness are often confused since they are interdependent. Phonemic awareness is the ability to hear and manipulate individual phonemes. Phonological awareness includes this ability, but it also includes the ability to hear and manipulate larger units of sound, such as onsets and rimes and syllables.
Влияние на развитие чтения
Исследования Викки Снайдер показали, что фонематическая осознанность имеет прямую связь со способностью учеников читать по мере взросления. Фонематическая осознанность закладывает основу для понимания учениками правил английского языка. Это, в свою очередь, позволяет каждому ученику применять эти навыки и повышать беглость и понимание прочитанного. Существуют также исследования, демонстрирующие это и для учеников, обучающихся чтению на неанглийских языках.
Studies by Vickie Snider have shown that phonemic awareness has a direct correlation with students' ability to read as they get older. Phonemic awareness builds a foundation for students to understand the rules of the English language. This in turn allows each student to apply these skills and increase his or her oral reading fluency and understanding of the text. There are studies also demonstrating this for student's learning to read in non English language.
Инструкция по фонетической осведомленности
Фонематическое восприятие относится к способности различать и манипулировать отдельными звуками, такими как , , и в слове "foot" (нога). Ниже приведены распространенные навыки фонематического восприятия, которые практикуются с учащимися:
Phonemic awareness relates to the ability to distinguish and manipulate individual sounds, such as , , and in the case of foot. The following are common phonemic awareness skills practiced with students:
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Изоляция фонемы: требует распознавания отдельных звуков в словах, например: "Назови первый звук, который ты слышишь в слове 'paste' (паста)".
Phonemic awareness relates to the ability to distinguish and manipulate individual sounds, such as , , and in the case of foot. The following are common phonemic awareness skills practiced with students:
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Идентификация фонемы: требует распознавания общего звука в разных словах, например: "Назови звук, который одинаков в словах 'bike' (велосипед), 'boy' (мальчик) и 'bell' (колокольчик)".
Phonemic awareness relates to the ability to distinguish and manipulate individual sounds, such as , , and in the case of foot. The following are common phonemic awareness skills practiced with students:
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Замена фонемы: предполагает преобразование одного слова (например, "cat" – кошка) в другое (например, "hat" – шляпа) путем замены одной фонемы (например, ) на другую. Замена фонемы может происходить с начальными звуками (cat – hat), средними звуками (cat – cut) или конечными звуками (cat – cap).
Phonemic awareness relates to the ability to distinguish and manipulate individual sounds, such as , , and in the case of foot. The following are common phonemic awareness skills practiced with students:
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Устное сегментирование: учитель произносит слово, например, "ball" (шар), а ученики называют отдельные звуки, , , .
Phonemic awareness relates to the ability to distinguish and manipulate individual sounds, such as , , and in the case of foot. The following are common phonemic awareness skills practiced with students:
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Устное объединение: учитель произносит каждый звук, например, "" и ученики отвечают словом "ball" (шар).
Phonemic awareness relates to the ability to distinguish and manipulate individual sounds, such as , , and in the case of foot. The following are common phonemic awareness skills practiced with students:
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Удаление звука: учитель произносит слово, просит учеников повторить его, а затем просит повторить слово без первого звука. Например, учитель может сказать: "Теперь скажи 'bill' (счет) без ", на что ученики должны ответить "ill" (болен).
Phonemic awareness relates to the ability to distinguish and manipulate individual sounds, such as , , and in the case of foot. The following are common phonemic awareness skills practiced with students:
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Манипулирование началом и рифмой: требует изоляции, идентификации, сегментирования, объединения или удаления начала (одиночной согласной или сочетания согласных, предшествующих гласной и последующим согласным), например, j-ump, st-op, str-ong.
Phonemic awareness relates to the ability to distinguish and manipulate individual sounds, such as , , and in the case of foot. The following are common phonemic awareness skills practiced with students:
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Существуют и другие упражнения для развития фонематического восприятия, такие как замена звуков, где ученикам предлагается заменить один звук другим; добавление звуков, где ученики добавляют звуки к словам; и перестановка звуков, где ученики меняют порядок фонем. Они более сложные, но исследования подтверждают эффективность трех перечисленных выше навыков, особенно устного сегментирования и устного объединения.
Phonemic awareness relates to the ability to distinguish and manipulate individual sounds, such as , , and in the case of foot. The following are common phonemic awareness skills practiced with students:
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as ) for another Phoneme substitution can take place for initial sounds (cat hat), middle sounds (cat cut) or ending sounds (cat cap). Oral segmenting: The teacher says a word, for example, "ball", and students say the individual sounds, , , and Oral blending: The teacher says each sound, for example, "" and students respond with the word, "ball". Sound deletion: The teacher says a word, has students repeat it, and then instructs students to repeat the word without the first sound. For example, the teacher might say "now say 'bill' without the ", which students should respond to with "ill". Onset rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j ump, st op, str ong. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another; sound addition, where students add sounds to words; and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.
Ученики английского языка
Обучение фонематической осознанности (PA) доказало свою эффективность в поддержке изучения английского языка как второго и иностранных языков. В исследовании Джонсона и Твиди (2010) прямое обучение PA было применено к молодым изучающим английский язык как иностранный (EFL) в сельской местности Малайзии. Дети, получившие прямое обучение PA, показали значительно более высокие результаты тестов по сравнению с контрольной группой. В данном случае PA ускорила освоение соответствующих навыков чтения и счета. Исследование предположило, что прямое обучение PA может способствовать сокращению разрыва в уровне грамотности между городскими и сельскими детьми. Взрослые изучающие английский язык (ELL) также могут получить пользу от прямого обучения PA. Исследование арабоязычных ELL в программе "Английский для специальных целей" (EAP) показало существенный прогресс в распознавании гласных и улучшение результатов C-теста после обучения PA, несмотря на опасения исследователей, что взрослые ELL могут негативно воспринимать обучение PA как "ребячество".
Phonemic awareness (PA) instruction has been shown to support English as a second language and foreign language learning. Johnson and Tweedie's (2010) study applied direct PA instruction to young English as a foreign language (EFL) learners in rural Malaysia. Those children given direct PA instruction achieved significantly greater test scores than a control group. PA accelerated the acquisition of relevant literacy and numeracy skills in this case. The study suggested that direct PA instruction might assist in closing existing literacy gaps between urban and rural children. Adult English language learners (ELLs) may also benefit from direct PA instruction. A study of Arabic speaking ELLs in an English for Academic Purposes (EAP) program showed substantial gains in vowel recognition and improved C test scores after PA tuition, despite concerns of the researchers that adult ELLs may negatively perceive PA instruction as a "childish" approach.