Facts In Action

Children begin acquiring the skills needed to learn to read while they are still babies. Reading, singing and talking to young children are all excellent ways of introducing them to written and oral language. However, research shows that a factor called phonological awareness is the single most reliable predictor of future reading success.

What is it? Phonological awareness refers to an understanding that spoken words are made up of smaller pieces: syllables, onsets (beginning sounds - /b/ in bat) and rimes (ending sounds - /at/ in bat), and phonemes (the smallest unit of sound).

Why is it important? Understanding about these smaller pieces plays an enormous role in a child's ability to learn to read. While an appreciation of sounds and syllables is not the only requirement for learning to read, it is the most important one. Research has shown that students who begin school without an understanding of how sounds form words are more likely to experience difficulty reading.

What does this mean for early childhood education? In order for children to be successful readers in elementary school, phonological awareness instruction must begin in preschool or earlier.

Phonological awareness activities can also help teachers identify areas of difficulty at an early age. If a student struggles with rhyming, a referral to a speech and language professional may be necessary. Detecting such problems at an early age greatly improves the odds that the problem will be addressed earlier—something studies have shown makes an intervention more successful. By teaching children phonological awareness, early childhood education greatly improves their reading success as they enter elementary school.

How do I choose a program for teaching phonological awareness? When purchasing a commercially available program, you should look for certain key features:

• Big Ideas: Does it have important concepts that encourage development of phonological awareness and reading?
  
  
• Scaffolding: Does it have high levels of support for the student at the beginning of each activity? Does the support lessen as time goes on, allowing the child to become independent?
  
  
• Integration: Does the program combine skills learned so students can start to apply what they've learned to reading?
  
  
• Strategies: Are strategies taught directly and explicitly?
  
  
• Background Knowledge: Do new skills and activities connect to things the students already know?
  
  
• Review: Does the program provide opportunities for the student to keep practicing and reviewing new information?

Sources: Evaluating the Suitability of Phonological Awareness Programs for Children Who Are at Risk, J. Wanzek, B. Bursuck, S. Dickson, Teaching Exceptional Children, Mar/Apr 2003; Phonemic Awareness: An Important Early Step in Learning to Read, ERIC Digest # ED400530, ERIC Clearinghouse on Reading, English and Communication

Facts in Action, November/December 2003