jklee
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Post by jklee on Feb 17, 2016 9:14:09 GMT -5
As I was researching the different terms for the weekly reading, I was interested in how well students with dyslexia developed phonological awareness. Through a few google searches, I found a really great article that I wanted to share with you guys! It's dyslexiahelp.umich.edu/professionals/dyslexia-school/phonological-awarenessThis link also has a great table that separates and defines the difference between phonological awareness, phonemic awareness, and phonics. It's at the bottom of the article, but the forum formatting won't let me copy and paste it correctly. I'd definitely encourage you to check it out! According to phonologicalawareness.org, phoneme awareness performance is a more accurate indicator of long-term reading and spelling success...more so than "intelligence, vocabulary knowledge, and socioeconomic status." Do you agree? Why or why not? Should pre-school teachers place an emphasis on this development? Furthermore, I have completed some service hours for another class at Brownsville Preparatory School. At this school, children as young as three were reading fairly fluently. They learned through rhyme and breaking down the words. Their emphasis on developing phonological awareness at a young age was clearly very effective through their program, but are the students comprehending what they are reading? They have some videos on Youtube that I can link below if anyone is interested! (3 yr old) www.youtube.com/watch?v=Vf2KKwVdOKI(3 yr old) www.youtube.com/watch?v=YG25V4ZRDqc(5 yr old) www.youtube.com/watch?v=HDy14_AN0NU |
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Post by ronettekortbein on Feb 17, 2016 11:15:35 GMT -5
I read the article you posted as well as the website. I thought both were very interesting reads, although I think you misquoted the website. I think you mean "Phoneme awareness performance" rather than "poor phonological awareness." However, I would definitely agree with that statement. Phonological awareness indicates that children are able to manipulate words and sentences. This is an important meta-cognitive skill when it comes to reading and writing, and I'm certain that phoneme awareness performance is a great indicator of educational success. My question is how do they test the level of a student's phonological awareness?
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Post by parkerh13 on Feb 17, 2016 13:41:19 GMT -5
JK! I really liked that article. I found it very interesting what it said about Dyslexic children not playing rhyming or alliteration games when they are younger and how this can be a sign of dyslexia. I am looking at phonological awareness as a literacy practice (which I'm sure is the point) but I think that if we are to help children succeed in reading and speaking then there needs to be more of an emphasis on phonological awareness at a younger age. If this can be helpful to later success why not start early and work with children on it. We could be enhancing their ability to read and write and possibly make them more interested in reading at a younger age. (English teacher wishful thinking.)
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jklee
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Post by jklee on Feb 17, 2016 14:36:22 GMT -5
although I think you misquoted the website. I think you mean "Phoneme awareness performance" rather than "poor phonological awareness." Noted and edited. Thank you for noticing. It was a careless mistake on my part! |
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jklee
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Post by jklee on Feb 17, 2016 14:42:24 GMT -5
I think what you guys are saying is correct, but maybe take a look at the videos I linked. Do you think that the children are just reading because they know the sounds and the rhymes, or is there a level of reading comprehension?
Do you think that phonological awareness (Awareness of sounds in a language, awareness of rhymes, awareness that sentences can be broken down into words, syllables, and sounds, ability to talk about, reflect upon, and manipulate sounds, understanding the relationship between written and spoken language) is a precursor to comprehending a text or can they mesh together?
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kasee
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Post by kasee on Feb 17, 2016 16:00:36 GMT -5
JK you ask a very good question. It is my understanding that phonological awareness would be precursor to comprehending a text. According to some of the articles that I read on this topic, phonological awareness is a gradual process where the skills are gradually developed. I think this goes back to a student's foundation of phonics that is continually built upon to achieve successful comprehension skills. I think a student would need some type of phonological awareness prior to comprehension. However, I think more exposure to phonological skills will lead to increased awareness, and could ultimately begin to mesh together. This article discusses in a very simple way how teachers can help students struggling with phonics or phonological awareness: www.readingrockets.org/helping/target/phonologicalphonemic |
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jklee
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Post by jklee on Feb 19, 2016 14:28:17 GMT -5
Kasee, that's a very well-thought out response! I definitely agree with you, that there must be some sort of phonological awareness before comprehension begins. A student with increased phonological awareness is more likely to begin comprehending texts earlier. I think this is reflected in the student Martin in the video I posted. He's five years old and is reading extremely well because he developed phonological skills very early on in the program, as illustrated by the two three-year-old students in the other videos. Also, that's a great article!
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Post by taylorbelleglaze on Feb 21, 2016 21:09:08 GMT -5
All this conversation about phonological awareness and comprehension reminds me of my field experiences this semester for one of my other classes. I am tutoring an ELL student, and each session we work on his reading skills. What I have noticed during our sessions is that he is able to understand phonological awareness pretty well, but his comprehension skills are weak. I would ask him questions about what he just read, and he would be confused. Because of this first hand experience, I do believe that phonological awareness comes before comprehension. It is much harder to understand something if you aren't able to understand what it is actually saying in the first place. I really liked the article you shared, Kasee, because it shared ways to actually combat these phonological problems children or adults may come across. It does take a lot of patience, but a teacher must be willing to dig past the surface level to understand where the root of the problem lies.
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Post by janinesherman on Feb 22, 2016 8:40:48 GMT -5
Yes Taylor! I had the same thought come to mind. My ELL student from Korea was focusing so much on pronunciation that she did not have any comprehension of what she read. To get past this, I let her struggle and practice with speaking and reading in English, and then we reread again together for comprehension. Together, we decode/define words and summarize/paraphrase to create meaning to the text. I feel this could apply to students with any dyslexia, language learners, or reading disability. First work on the phonemic awareness, simply by practicing speaking and reading, and then move on to reading strategies such as visual aids or word walls for comprehension
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Post by hannahhiester on Mar 1, 2016 12:33:33 GMT -5
Do you you think that ELL learners and children are in the same position when it comes to phonological awareness, phenomic awareness, phonics and comprehension? Put another way, how might development of phonological awareness etc. be different for a younger child learning their primary discourse versus an older child or adult learning a secondary discourse? For example, could the phonics skills in the primary discourse support phonics development in the secondary?
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jklee
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Post by jklee on Mar 1, 2016 16:26:49 GMT -5
Hannah, I think that it might be easier for a younger child to acquire a second language. This is because they are already learning their first language. For an adult, I think that it depends on their native language as to whether phonological awareness would be of any assistance. If the language is very similar to English, it might be a lot easier to apply and transfer phonic skills into the secondary language. For example, it would be much simpler for a German student to learn English, than a Korean student. This is due to the fact that Korean is not a stress-based language, while English is. I hope this makes sense!
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Post by felishadake on Mar 2, 2016 9:31:01 GMT -5
This conversation has made me think of a paper that I read awhile ago that I would like to share, it's very dense but it shows very productive beginnings of how phonological training can increase phonological awareness in children. The researchers saw a complete shift in the dyslexic children who underwent this training for 6 months, from using areas of the brain associated with dyslexia to using areas of the brain seen in normal readers. The cortex of their brain rearranged in response. This was for children in their primary discourse, but I think it is interesting to consider the implications for ELL and adults. If we can see this kind of progress in six months for children in their primary discourse, how can we support and further investigate phonological awareness in other discourses? brain.oxfordjournals.org/content/133/11/3385.long |
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Post by keturahyoung on Mar 2, 2016 11:36:23 GMT -5
Do you you think that ELL learners and children are in the same position when it comes to phonological awareness, phenomic awareness, phonics and comprehension? Put another way, how might development of phonological awareness etc. be different for a younger child learning their primary discourse versus an older child or adult learning a secondary discourse? For example, could the phonics skills in the primary discourse support phonics development in the secondary? Hannah, I actually think that the phonics skills in the primary discourse could hinder the development of the secondary discourse. All languages do not ave the same phonemes, so it could be confusing. I tutor a Turkish couple for my TSL class, and their alphabet doesn''t have the same letters as ours, the same letters don't make the same sounds they do in Turkish as they do in English, and it also doesn't have the "th-" sound. This often confuses the wife and frustrates her because some of the sounds are just really difficult for her to pronounce, due to the fact that she has never been exposed to those sounds. |
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Post by hannahhiester on Mar 2, 2016 17:33:37 GMT -5
Good point about the phonemes being a hinderance and getting confusing. I do still wonder about parts such as comprehension? And now you have got me thinking about both sides. If we are used to reading for meaning in our native language, are we more adept at reading for meaning in a second language (provided we have a base set of vocabulary etc.). In some ways I might think, yes, as we can use some of the tools that help us analyze in one language for another. However, what if cultural differences and norms mean we misinterpret things and so we are actually hindered. Another example that comes to mind for physics is the term gravity. Gravity is technically an acceleration but when most people talk about gravity in everyday life they mean the force due to gravity and this can cause some stumbling blocks if not addressed before students start writing equations with 'g' in it.
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