What is phonological awareness?
Phonological awareness is a broad term, referring to the ability to focus on the sounds of speech as distinct from its meaning: on its intonation or rhythm; on the fact that certain words rhyme; and on the separate sounds. Numerous researchers and commentators have highlighted the importance of ensuring that all students have secure phonological awareness because it has been found to be a key component needed for beginning reading acquisition and is considered a predictor of reading achievement.
Yopp & Yopp (2009) highlight “We must be able to notice and have a firm grasp of the sounds of our speech if we are to understand how to use a written system that records sounds. Individuals who are unaware that speech is made up of small sounds- those who don’t notice and cannot mentally grab hold of and manipulate them, have difficulty learning to read a written system based on sounds”.
Development of phonological awareness skills starts in the emergent literacy stage (often in the preschool years) when children are beginning to ‘join the dots’ about words, for example, through having been read rhyming texts and subsequently repeating these rhymes themselves and when they engage in word play, for example, slithery, slippery snakes.
In terms of their growing awareness of the sounds of the English language, children usually first become aware of rhythm. In English, it is syllables that provide the rhythm. If children can clap the beats in their name or in multi- syllabic words, they are tuning in to the rhythm of the English language. Chunking words into syllables is an important strategy for both reading and spelling, so this early skill has long-term implications.
Children then usually become aware that certain words sound the same at the end: that they rhyme. Understanding the concept of rhyming requires the student to know which part of the word is important for rhyming so it is important for parents to model recognition and production of rhyme. Rhyming is a particularly important component of early language experiences. Children who cannot recognise or generate rhyme are at risk of not developing the skills they need to be successful in using familiar word parts for reading and spelling.
Phonological awareness skills are mostly aural while later developing phonic skills (letter-sound knowledge) require students to provide sounds for written letters (visual). Phonemic awareness is one aspect (and the most difficult) of phonological awareness. It is the ability to attend to and manipulate phonemes, the smallest sounds in speech.
On their own, phonological awareness skills will not take students to being independent and successful readers but they are essential precursors for development of later reading skills.
Factors that influence the development of phonological awareness include:
1. Compromised hearing ability which will significantly affect students’ capacities to develop phonological awareness, as it is primarily developed through listening (receptive language).
2. Auditory processing and auditory memory. Being able to hear, manipulate, and ‘hold’ individual sounds in words.
3. Articulation. Students’ correct pronunciation of words, so that sounds can be accurately named.
The Reception teachers at LNPS are committed to ensuring that all students develop their phonological awareness skills, to enable successful reading achievement. A series of ‘take home packs’ have been developed to support students to achieve success. These resources will be accompanied by a newly developed Reception website explaining each aspect of phonological awareness and providing examples of ways to support your child at home.
If you have any questions or wonderings about the skills of phonological awareness, please refer to these resources and talk with Rosemary rosemary.mcleansaxon475@schools.s.aedu.au or Cassie cassie.mccaffrey823@schools.sa.edu.au