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Learning to Read and Write: The PA and Phonics way

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Balga Primary School

11 Fernhurst Crescent

Balga, WA 6061

Australia

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Phonological Awareness, Phonics, Phonemic Awareness and their role in early literacy development. Presented by Brooke Wardana.

About this Event

Phonics, phonological awareness and phonemic awareness. What do these terms mean to you? Can you define them, and do you know when and how to teach them effectively to students in Kindergarten to Year 2?

These three words are often confused and used interchangeably when discussing early literacy development, yet they are not synonymous.

Phonological Awareness (PA) refers to the ability to hear and manipulate sounds in spoken language. It is an umbrella term that encompasses four separate levels of awareness; word, syllable, onset-rime and phonemic awareness. Although the first three levels of PA alone, do not lead to skilled reading, they provide the foundation for building phonemic awareness; a skill necessary for reading proficiency (Kilpatrick, 2016).

Phonemic Awareness refers specifically to the ability to hear and manipulate individual phonemes within spoken words. This linguistic skill is imperative to early literacy development and works simultaneously with phonics to support students with decoding, encoding and the storage of sight words.

Phonics deals with linking speech sounds to written symbols. When taught correctly, phonics instruction enables students to crack the alphabet code and facilitates early reading and writing acquisition (Kilpatrick, 2016).

Research indicates that PA, phonemic awareness and phonics all play a critical role in the development of beginning reading and writing, and that all students must receive explicit and systematic instruction in all three areas.

In this workshop, participants will review current research pertaining to beginning literacy instruction and examine ‘when’ and ‘how’ to teach these skills successfully. Participants will also have the opportunity to observe and deconstruct effective PA and phonics lessons, and learn a range of strategies that they can use in their own classrooms.

Presenter: Brooke Wardana

Brooke is an outstanding early years and primary school teacher who featured in the documentary Outside the Square. She teaches at a high performing school in Western Australia and provides professional learning and consultancy support to schools across Australia. Brooke is a sessional lecturer at Edith Cowan University.

References

Hempenstall, K. (2003). Phonemic awareness: What does it mean. Education Oasis, 201.

Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. John Wiley & Sons.

Kilpatrick, D. A. (2016) Equipped for Reading Success: A Comprehensive, Step-By-Step Program for Developing Phonemic Awareness and Fluent Word Recognition. Casey & Kirsch Publishers, New York.

Moats, L.C. (2010). Speech to Print. Language Essentials for Teachers (2nd edition), Paul H. Brookes Publishing, Baltimore.

Moats, L, & Tolman, C (2009). Excerpted from Language Essentials for Teachers of Reading and Spelling (LETRS): The Speech Sounds of English: Phonetics, Phonology, and Phoneme Awareness (Module 2). Boston: Sopris West.

Seidenberg, M. S. (2013). The science of reading and its educational implications. Language learning and development, 9(4), 331-360.

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Balga Primary School

11 Fernhurst Crescent

Balga, WA 6061

Australia

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