What phonological awareness skills are better to teach early in the school year Quizlet

Twin studies: although the relation between early literacy experience and reading is partially mediated by genetics (i.e., parents who pass on good genes for reading also provide literacy experiences), the role of experience was greater

Emergent literacy: Skills and knowledge about literacy that children acquire before they learn to read, such as knowing how to hold a book and turn the pages, knowing that words and stories are contained in the print on the page, and knowing that the print on signs and labels contains information.

- The children from homes in which there was more extended discourse and in which caregivers used a more advanced vocabulary when the children were 3 and 4 had better skills at age 5 than children who participated in less extended discourse and heard a simpler vocabulary at home

Family Literacy: Literacy practices that occur in the home, including reading labels, newspapers, magazines, and books and writing lists, notes, and letters.

***The amount that children are read to as preschoolers is a strong predictor of their later success in learning to read

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Correct Response: C. (Objective 0008) Prosody is a feature of oral reading that addresses expression, intonation, phrasing, and timing. According to research, there is a strong correlation between general reading ability and oral reading prosody. An effective strategy is the use of phrase-cued text passages, where the text is divided according to natural pauses within sentences and between sentences. As a student reads the text aloud, he or she pauses between chunks of text, with longer pauses at the end of a sentence. This strategy also helps students to pay closer attention to varying punctuation, such as quotation, exclamation, and question marks, and to adjust their expression and intonation accordingly.

-A. vocabulary knowledge
-B. phonological awareness
-C. phonemic awareness
-D. listening comprehension

Option C is correct because in this assessment students are representing phonemes (sounds) with graphemes (letters). The number of graphemes a student writes and the sequence of the graphemes provides insight into the students' phonemic awareness, specifically their phonemic segmentation skills. If a student spells a CVC word with one letter that represents the beginning sound, it indicates that the student most likely perceives only the initial or most salient sound in a word. If the student spells a CVC word with both the beginning and ending consonants, this suggests that the student can perceive the initial and final phoneme of a word. If the student spells a target word with a beginning and an ending consonant along with a vowel in the middle, even if it is the wrong vowel, this indicates the ability to perceive three sounds. Likewise, if a student spells a target word that contains a blend (e.g., slug) using only three letters (e.g., sug), this suggests that the student likely can perceive words with up to three phonemes but not four phonemes. Thus, by analyzing students' spellings in this brief screening assessment, a teacher can draw some conclusions about a student's ability to perceive phonemes in words (i.e., phonemic awareness). This information can help inform instruction in phonemic awareness to support students' spelling and decoding development. Option A is incorrect because the assessment is not measuring students' knowledge of word meaning. Option B is incorrect because phonological awareness skills include the ability to perceive and manipulate many types of linguistic units (e.g., word, rhyme, syllable, onset/rime), while the narrower skill of phonemic awareness specifically relates to perceiving and manipulating individual phonemes in words. Option D is incorrect because spelling at this stage of literacy development relates exclusively to the phonological structure of language—the rendering of phonemes as graphemes. Whereas, listening 43 comprehension relates to the meaning of language, typically at the sentence or discourse levels (discourse being a text or utterance longer than a single sentence [e.g., a paragraph, a story, an article, a chapter, a conversation, a lecture]).

Which phonological awareness skill will students will most likely learn first?

What is more advanced phonological awareness activity that can be taught later in the school year?

What is the best way to teach phonological awareness skills?

What is a more advanced phonological awareness activity that can be taught later in the school year quizlet?