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Teaching Strategy: Blending and Segmenting

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Teaching Strategy: Blending and Segmenting

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“Developing a child's phonological awareness is an important part of developing a reader. Many research studies indicate that kids who have weak phonological awareness also have weak reading skills.

The figure below shows how the teaching of segmenting and blending should progress, starting at the sentence level, moving to syllable, and finally to individual phonemes. Be sure to provide lots of practice at the easier level before moving on.”

The games in this link offer a variety of ways to engage students in developing their phonological awareness. By looking at elements individually and practicing them, students can become more proficient.
https://www.readingrockets.org/strategies/blending_games

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An awareness of phonemes is necessary to grasp the alphabetic principle that underlies our system of written language. Specifically, developing readers must be sensitive to the internal structure of words in order to benefit from formal reading instruction (Adams, 1990; Liberman, Shankweiler, Fischer, & Carter, 1974). If children understand that words can be divided into individual phonemes and that phonemes can be blended into words, they are able to use letter-sound knowledge to read and build words.
(https://www.readingrockets.org/article/phonological-awareness-instructional-and-assessment-guidelines)

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(https://www.readingrockets.org/article/phonological-awareness-instructional-and-assessment-guidelines)

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Phonological Awareness Instruction for Deaf and Hard of Hearing

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Phonological Awareness Instruction for Deaf and Hard of Hearing

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Because phonological awareness is a mainly auditory skill, instruction for deaf or hard of hearing students must take into account the need to make it more accessible to these students. Researchers have found that
DHH school-age students improve their phonological awareness (e.g., rhyme and phoneme segmentation)
when taught with reading curricula developed for hearing children supplemented with the visual
support of Cued Speech or Visual Phonics. (Elizabeth M. Miller, Amy R. Lederberg, Susan R. Easterbrooks, Phonological Awareness: Explicit Instruction for Young Deaf and Hard-of-Hearing Children, The Journal of Deaf Studies and Deaf Education, Volume 18, Issue 2, April 2013, Pages 206–227)

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“Phoneme, in linguistics, smallest unit of speech distinguishing one word (or word element) from another, as the element p in “tap,” which separates that word from “tab,” “tag,” and “tan.”

Phonemes are just one element of phonological awareness.

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Table of Contents

This article was most recently revised and updated by

phoneme, in linguistics, smallest unit of speech distinguishing one word (or word element) from another, as the element p in "tap," which separates that word from "tab," "tag," and "tan." A phoneme may have more than one variant, called an allophone ( q.v.), which functions as a single sound; for example, the p's of "pat," "spat," and "tap" differ slightly phonetically, but that difference, determined by context, has no significance in English. In some languages, where the variant sounds of p can change meaning, they are classified as separate phonemes- e.g., in Thai the aspirated p (pronounced with an accompanying puff of air) and unaspirated p are distinguished one from the other.

Phonemes are based on spoken language and may be recorded with special symbols, such as those of the International Phonetic Alphabet. In transcription, linguists conventionally place symbols for phonemes between slash marks: /p/. The term phoneme is usually restricted to vowels and consonants, but some linguists extend its application to cover phonologically relevant differences of pitch, stress, and rhythm. Nowadays the phoneme often has a less central place in phonological theory than it used to have, especially in American linguistics. Many linguists regard the phoneme as a set of simultaneous distinctive features rather than as an unanalyzable unit.

Brian Duignan.

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phoneme, in linguistics, smallest unit of speech distinguishing one word (or word element) from another, as the element p in "tap," which separates that word from "tab," "tag," and "tan."

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http://dyslexiahelp.umich.edu/professionals/dyslexia-school/phonological-awareness

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"Phonological awareness not necessarily develop into more sophisticated phonemic awareness as a child grows older (Reading Rocket, 2021).

While a lack of phonemic awareness correlates with difficulty in developing reading skills, this difficulty should not always be misconstrued as a disability (Reading Rocket, 2021).

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Phonological awareness "is the ability to recognize and manipulate the spoken parts of sentences and words" (Reading Rocket, 2021). It refers to oral language rather than print.

Examples: rhyme, recognizing alliteration, segmenting a sentence into a word, identifying syllables in a word, blending and segmenting on-set rimes (Reading Rocket, 2021). Eventually phonemic awareness will develop (Reading Rocket, 2021).

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1. Guess-the-word Game: SWBAT blend and identify a word that is stretched into its component sounds

2. Segmentation activities: SWBAT segment various parts of oral language.

3. Change-a-name Game: SWBAT recognize words when the teacher says the word with the first sound removed.

(https://www.readingrockets.org/article/phonological-awareness-instructional-and-assessment-guidelines)

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Phonological awareness is assessed in kindergarten throughout first grade. At the beginning of kinder "assessment should be limited to recognizing words, rhyme, syllable blending, and segmentation to help guide instruction" (Reading Rocket, 2021).

One assessment that is reliable and valid is screening measures. These screenings must be predictive to future reading ability and separate the high from low performers (Reading Rocket, 2021).

Another assessment that a classroom teacher can do is to monitor a student's progress, however unlike screening measures the progress monitoring must be sensitive to growth and requires multiple forms (Reading Rocket, 2021).

Assessments:

Test of Phonological Awareness

Nonword spelling

Digit Naming Rate

Yopp-SingerTest of phoneme segmentation

Bruce Test of phoneme deletion

Auditory analysis test

Rapid letter naming DIBELS

Phoneme segmentation fluency DIBELS