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I believe that these 2 go hand in hand and need to be taught together in order for a student to be successful. I'm thinking as a parent now because as I read with Agapi, I am going back to the sound the letter makes and then blending it. I can do it faster than her so I'm one step ahead. I also have the ability to decode the bigger syllable words. When we read together I also try to make it easier and cover up letters so she can see that the word can be broken down. So with the name clapping activity, in greek might get a little tricky because of the multi syllable words
Nia

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This activity is more suitable for younger students and it will be so helpful as Greek is a phonetic language. Through clapping students can learn the sounds of each letter. by combining two or more letters together the can form syllables.This activity will set the foundation of the oral and written fluency.
Vicky

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My daughter was in Greece for grade 1. Everyday she had a reading assignment, but she didn't know how to read yet. She, and her class, were expected to sit with a parent and read the lesson over and over again, listening to the words and basically memorizing the text. Later, the individual words were broken down and studied syllable by syllable. Eventually we got down to the letters. At the time, I thought this was a very strange way to teach reading skills, but the Greek language is phonetic.. what you see is what you say. Reading this assignment I realize this is exactly what we were doing. Introducing similar tactics into the lower level classes would work well to teach the sounds and letters and eventually reading. I do introduce similar techniques with older children as they attempt to read more difficult words. We always take it back to the syllable sounds. It always helps them with pronunciation.

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Phonological awareness is critical for learning to read any alphabetic writing system.  Phonological awareness is understanding that words can be divided into individual phonemes and that phonemes can be blended into words.  Moreover, decoding is the ability to use letter-sound knowledge to read.  Research shows that difficulty with phoneme awareness and other phonological skills is a predictor of poor reading and spelling development.

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Phonological awareness is critical for learning to read any alphabetic writing system.  Phonological awareness is understanding that words can be divided into individual phonemes and that phonemes can be blended into words.  Moreover, decoding is the ability to use letter-sound knowledge to read.  Research shows that difficulty with phoneme awareness and other phonological skills is a predictor of poor reading and spelling development.

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Helen

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Phonological awareness is knowing the difference between words that rhyme (πάμε, φάμε) and understanding the difference when there is manipulation of sounds (ex. κατηφόρα, ανηφόρα), or else decoding. PT

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How I think teaching phonological awareness and decoding skills different when teaching the Greek language

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How I think teaching phonological awareness and decoding skills different when teaching the Greek language

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Phonological awareness is the ability to identify parts of oral language such as words and syllables. For example, students should be able to recognize words with the same initial sounds like «μαμά», « μάτι» etc.

Phonemic awareness is the ability to identify individual sounds ( phonemes ) in spoken words . For example, students sould be able to recognize the phonemes of the word «μαμά» /μ/ /α/ /μ/ /α/

Morphological awareness is the ability to identify the word forms and meanings and the structure of words . For example, «μαμάς» : genitive case of the word «μαμά»

Phonological, phonemic and morphological awareness play a fundamental role in learning to decode, spell and comprehend the Greek language.
Chrysanthi

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How I think teaching phonological awareness and decoding skills are different when teaching the Greek language.

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How I think teaching phonological awareness and decoding skills are different when teaching the Greek language.

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The Greek language is by nature phonetic, so it is very important to teach phonetic awareness early on. All the letters have a distinct sound in a word. Basically you hear them all by stretching the letters in a word. Some letters sound the same in both Greek and English and some others are completely different. For example the letter P ( in Greek is the letter R). So the students need to practice through phonetic activities to learn all the sounds. When the phonetic awareness gets better, then the students can work on their decoding skills. This is when the students understand the exemptions to the rules such as the double vowels and the double consonants where you read them as one letter. Even further, they have to decode that some doubles are making some English sounds for example μπ=b, ντ=d, γγ,γκ=g. Both phonetic awareness and decoding skills need to work together and separately through constant activities for the students to get a successful grasp of the Greek language.
Dimitra

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In Greek I find that rules determine the syllables of the words. For example certain words with the same two consonants are split (1 consonant goes with the first vowel while the second consonant goes with the second vowel (φεγ-γά-ρι) even though the number of syllables is the same. We also have the case where the number of syllables is less than the sound they produce when the rule says that 2 vowels (diphthong) stay together even though they make 2 different sounds (γάι-δα-ρος). Once the students learn the 5 rules for syllables, they should be able to split the words and sounds correctly. As I teach grade 6 students, these rules for syllables in Greek should be easier to understand.
Theofano

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Phonological awareness is knowing the sound of the letters. It is useful to make the connections between the English and Greek alphabet (e.g. β sounds like v in English). Decoding skills means talking about double vowels or double consonants (e.g. ου=oo in English, τσ=ch in chair etc).

Elena Kreouzi

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Difference between phonological awareness and decoding.

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Difference between phonological awareness and decoding.

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Those two procedures are highly connected. If we do not successfully instruct at younger ages phonological awareness we can not continue with the word's decoding process. The latter is something very demanding and if the child has not familiarize his self with the sounds and with the separation of the syllables he can not decode any word.
Decoding is a key skill for learning to read. It involves sounding out words and blending the sounds together. One can realize that this is something very specific and needs certain skills, they have to understand that each letter stands for a sound. On the other hand, phonological awareness is the previous level  that we meet at younger ages and happens through play, clapping etc.
Finally, young children who have difficulty clapping out the syllables in their name may for example, have trouble with decoding later. That proves that those two stages are different but interrelated.

Anthoula Zachou

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How I think teaching phonological awareness and decoding skills different when teaching the Greek language. 

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How I think teaching phonological awareness and decoding skills different when teaching the Greek language. 

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Greek alphabet has more letters than English alphabet so we need to teach the new letters but also we need to teach phonological awareness of the letters that are the same in English language but sounds different in Greek. At the same time in order to build decoding skills we need to teach all the different connections that we have in Greek language between the letters and syllables  to make words.
For example in Greek language  we have Double-vowel vowels  that  sound complete different. e.g in the word "ευχαριστώ" the first 2 vowels "ευ" sound like "ef".
Anna Nikol