Colette Jones 

 

 

College Of Education Grand Canton University 

 

 

Digital Bulletin Board: Phonemic Awareness, Phonics, Vocabulary, Fluency and Comprehension 

 

 

Dr. Debra Chisenhall 

 

 

March 15th, 2023 

 

 

 

 

Phonemic Awareness mostly speaks to sound and sounding out letters from a word. It is the ability to point out individual sounds in words. The breaking down in sounds within words is called phonemes and awareness is being aware of the sound, hence Phonemic Awareness. Words are made up of sounds and phonemic awareness is the hearing of those sounds not the letters. For young children, it is difficult for them to discriminate the sounds in words as opposed to adults, and it might hinder them when reading because they would not be able to match sounds to the letters. Spoken words contain sounds, for example, the word bat is made of sounds and those sounds have three parts called phonemes and the phonemes are b/a/t and as the child sounds it out, they would be able to get a sense of the word.  

 

Website: https://www.abcmouse.com/learning/games 

This website has a ton of games, puzzles, and other learning activities to help students with letter sounds. 

 

 

 

 

 

 

 

Website: https//www.scholastic.com/parents/books-and-reading-resources/developing-reading-skills/teach-phonics-home-html 

One of the things this website is encouraging is for parents to encourage their child to read. As the children read, listen to them, and encourage them to sound out words. 

 

 

Website: https://www.readbrightly.com/esay-ways-build-your-childs-vocablary-at-home/ 

Playing word games like The Question Game. For example, if a person picks something from a designated category, the child can ask questions to figure out the word, thus building their vocabulary of the word, like its meaning or so. 

 

            The big pig saw a twig. 

            A bug was on the rug. 

            A nut was in the hut   

 

 

 

Website: https://www.dsrf.org/resources/learn-at-home-activities-for-fluency 

When introducing new reading material, use the Me, We, You strategy: 

Me- You read the text to your child. Talk about new vocabulary that comes up. Be expressive! 

We- Read the text together. This stage helps with accuracy because your child has support with unknown words before they are expected to read them on their own. You may need to stay at this stage for some time before asking your child to read independently. 

               I have four wheels 

               I have four wheels 

              You can drive me 

              What Am I? 

               a car      a house  

 

              We  ....... to play. (big,want,red) 

 

 

 

Website: https://www,readabilitytutor.com/how-parents-can-help--with-reading-comprehension-at-home 

Parents can start a Family Book Club. Everyone chooses a new book to read and then schedule a family meeting where everyone will be asked to share their thoughts on the book. This would be a great way to determine if your child understood the text. 

 

         

International Literacy Association (2018). Reading fluently does not mean reading fast. Literacy leadership brief. https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-reading-fluently-does-not-mean-reading-fast.pdf 

Moats, L., Tolman, C. the development of phonological skills. https://www.readingrockets.org/article/development-phonological-skills 

Phonics and decoding. https://www.reading rockets.org/teaching/reading-basic/phonics 

Phonological and phonemic awareness. https://www.readingrockets.org/teaching/reading-basic/phonemic 

Pinterest. https://www.pinterest.co.uk 

Shanahan, T. The national reading panel report: Practical advice for teachers. University of Illinois. https://ericfiles.eric.gov/fulltext/ED489535