Phonemic consciousness is a subset of phonological consciousness. All phonemic awareness activities are also phonological activities, but the reverse is not true.
The five levels of phonological consciousness are:
- Word awareness: where children can hear and identify individual words in the spoken language. Isolation and identification of words, segmentation and production of sentences are the three stages of words consciousness. The production of sentences concerns higher level students.
- Consciousness of syllables: The consciousness of the syllables is the capacity to identify and manipulate the beats (syllables) in words. It includes activities such as counting, tapping, segmentation of words in their syllables, as well as mixing them to form words.
- Intra-syllable consciousness: Distribute the words in the units that we often call the beginning and rhymes it. This level includes the mixture of over-assembly and rhymes to form words and segment the beginning of rhyme in words. It includes the addition, deletion or modification of the start and rhyme in a cluster or a sound word.
- Sentence segmentation: The segmentation of sentences, a competence of central phonological awareness, implies decomposing the phrases spoken into individual words. It is a fundamental competence to learn to read and write, because it helps children understand the structure of language and how words combine to form meaning.
- Phonemic consciousness: is the most advanced and final step in phonological consciousness. He has four important sub-compensation: hearing, concentrating on and manipulating sounds.
Work at the phonemes level (Phonemic awareness instruction) has the most direct impact on the success of reading and writing, so we have to start with children early. The other phonological tasks (Rhymes, alliteration, applause of syllables) are not prerequisites for work (or reading) at the phoneme level.
A successful phonic instruction requires the development of a phonemic consciousness. Phonemic consciousness focuses on teaching children the relationship between individual sounds in spoken words and spelling that represent them in the written language. This is crucial for global phonological development among students.
Do not limit instructions of phonemic consciousness to oral practice. Research shows that phonemic awareness and phonetic teaching as soon as children have learned some sound intestines are the most beneficial.
In our foundations of English literacy, each of the above subjects of phonological consciousness is covered in detail with multiple activities and working sheets to strengthen learning.
I hope it's useful, thank you.
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