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A fun and interactive resource to address the following phonological awareness areas:
Each deck contains 30 words for practice and instructions for play.
This resource can be used as a game companion or as a stand alone activity.
Table of Contents
**Please Note** The game pictured in the product, Jumping Jack, is NOT included in this resource.
Why Address Phonological Awareness:
Phonological Awareness refers to the area of oral language related to the ability to think about the sounds within the word. Fitzpatrick states phonological awareness is “the ability to listen inside a word”.
More than 20% of students struggle with some area of phonological awareness with 8-10% demonstrate significant phonological awareness delays.
Students who struggle with phonological awareness will struggle through school in determining how sounds work in print. Since they have not acquired the foundational skill of “listening inside of a word” and “playing with the sounds” they hear/process.
Phonological awareness is a foundational skill required for reading acquisition and development. In fact a student’s level of phonological awareness at the end of Kindergarten is one of the biggest predictors of future reading success; segmenting and blending are the highest in correlation with beginning reading acquisition.
Areas of phonological awareness include:
Syllable Segmentation and blending
Phoneme Segmentation and blending
The National Early Literacy Panel in 2004 identified these key emergent literacy skills as the best predictors of later reading and spelling achievement:
Oral language, including vocabulary and inferential language
According to Thomas Gunning, while learning to read, students look for “pronounceable word parts” and chunk the words. This makes the process of reading and spelling more effective and efficient.
Students who have a strong phonological awareness foundation in place are more prepared for phonics (letter-sound association) when learning to read (decoding) and write (encoding). Students who struggle with phonological awareness can learn phonics, but will often have a difficult time applying this knowledge while learning to read and write.
By addressing phonological awareness, speech and language therapists are support reading development as well as the awareness of sounds within words (which can be helpful when addressing articulation and/or phonology goals).
Fitzpatrick, J. (1997) Phonemic Awareness: Playing With Sounds to Strengthen Beginning Reading Skills. Creative Teaching Press
Gunning, T. (1995) “Word Building: A Strategic Approach to the Teaching of Phonics.” The Reading Teacher 48.6: 484-488
Goldsworthy, C. & Lambert, K. (2010) Linking the Strands of Language and Literacy: A Resource Manual. San Diego, CA: Plural Publishing
Goldsworthy, C. & Pieretti, R. (2012) Sourcebook of Phonological Awareness Activities Volume 3: Children’s Core Literature Grades 3 through 5 Clifton Park, NY: Delmar, Cengage Learning
Click here to check out Hopping Around With Language: Grammar and Semantics