Phonemic Awareness is the ability to hear, identify, and manipulate the
individual sounds which make up words. In the past few decades, large amounts
of research have improved our understanding of phonemic awareness and its
importance in helping children learn to read. There are hundreds of research
studies conducted on all aspects of phonemic awareness, and how it affects and
benefits reading and spelling abilities of young children. The National
Reading Panel of the US have stated that phonemic awareness improves
children's reading and reading comprehension, and that it also helps children
to learn to spell. Based on the research and reviews done by the National
Reading Panel, they have concluded that teaching phonics and phonemic
awareness produces better reading results than whole language programs.
When teaching phonemic awareness, children are taught the smallest units of
sound, or phonemes. During the teaching process, children are taught to focus
on the phonemes, and learn to manipulate the phonemes in words. Studies have
identified phonemic awareness and letter knowledge as the two best
school-entry predictors of how well children will learn to read during the
first 2 years of instruction. In a review of phonemic awareness research, the
National Reading Panel (NRP) identified 1,962 citations, and the results of
their meta-analysis were impressive as stated in the NRP publication:
Overall, the findings showed that teaching children to manipulate phonemes in words was highly effective under a variety of teaching conditions with a variety of learners across a range of grade and age levels and that teaching phonemic awareness to children significantly improves their reading more than instruction that lacks any attention to phonemic awareness (PA).Specifically, the results of the experimental studies led the Panel to conclude that PA training was the cause of improvement in students’ phonemic awareness, reading, and spelling following training. The findings were replicated repeatedly across multiple experiments and thus provide converging evidence for causal claims. [1]
As can be clearly seen, teaching children phonemic awareness early on
significantly improves their reading and spelling abilities. Furthermore,
the NRP research stated that these beneficial effects of phonemic awareness
teaching goes well beyond the end of training period. The NRP phonemic
awareness research also found that the most effective teaching method was to
systematically teach children to manipulate phonemes with letters, and
teaching children in small groups.
Phonemic awareness (PA) teaching provides children with an essential
foundation of the alphabet system, and a foundation in reading and spelling.
The NRP has stated that PA instructions is a necessary instructional component
within a complete reading program.
Below are two other studies done on phonemic awareness, and its effects on
reading abilities. In a study involving children aged 6 to 7 years old,
researchers found that the few readers at the beginning of grade one exhibited
high phonemic awareness scored at least close to perfect in the vowel
substitution task, compared to none in children of the same age group who
could not read when they entered school. The research also stated that
phonemic awareness differences before instruction predicted the accuracy of
alphabetic reading and spelling at the end of grade one independent from IQ.
Children with high phonemic awareness at the start of grade one had high
reading and spelling achievements at the end of grade one; however, some of
the children with low phonemic awareness had difficulties learning to read and
spell. The study suggested that phonemic awareness is the critical variable
for the progress in learning to read. [2]
Another study looked at phonemic awareness and emergent literacy skills of 42
children with an average age of 5 years and 7 months. The researchers
indicated that relations between phonemic awareness and spelling skills are
bidirectional where phonemic awareness improved spelling skills, and spelling
influenced the growth in phonemic skills. [3]
It is clear that with the conclusions made by the National Reading Panel and
other research studies on the benefits of phonemic awareness, children should
be taught PA at a young age before entering school. This helps them build a
strong foundation for learning to read and spell.
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