1. WHEN “CAT” HAS 3 SOUNDS… NONE OF WHICH IS “MEOW”! Phonological and Phonemic Awareness In Early Literacy Carolyn Mixon, M.A., CCC-SLP AISD Speech-Language Pathologist cmixon@austinisd.org

2. The “Phons” Not! Phonological Awareness Phonemic Awareness Phonics

3. Why Phonemic Awareness? 5 % can already read 20-35% learn to read fairly easily 60% find it challenging to learn to read HALF of the 60% find learning to read EXTREMELY DIFFICULT

4. Students at Risk? Low income Parents with less education Low language homes ELLs Speech-Language delays Developmental disabilities Family history of reading difficulties

5. Poorly developed phonemic awareness is the core problem for the majority of students who have difficulties in reading.

6. INSTRUCTION Well-planned, 10-15-minutes daily Explicit-I Do, We Do, You Do Incorporate Small-group work Game-like, 2-3 activities, touch-move-say Make connections throughout the day Immediate feedback and scaffolding Use letters *

7. Phonological Awareness Skills in Early Childhood RHYMING Participation Matching Production

8. ALLITERATION Recognition & Matching Production

9. BLENDING Syllables (compound, 2+ syllables) Onset-Rime Sounds

10. SEGMENTING Syllables (compound, 2+ syllables) Onset-Rime Sounds

11. SCAFFOLDING Isolate and exaggerate the feature Point to mouth and tell child to look Say the correct response then elicit response Increase or decrease pauses between word parts as needed

12. PROGRAMS Road to the Code: A Phonological Awareness Program for Young Children Phonemic Awareness in Young Children: A Classroom Curriculum Ladders to Literacy: A Preschool Activity Book Sounds Abound: Listening, Rhyming, and Reading Reading Readiness Skills (Neuhaus)

13. Phonemic Awareness: The skills that they need to help them succeed (PK-K) Michael Heggerty-www.literacyresourcesinc.com Other Resources Fcrr.org TPRI Intervention activities Building Early Literacy & Language Skills (BELLS-SoprisWest)

14. TAKE-HOME MESSAGE Explicit, well-planned, multisensory, regular instruction in small- and large- group activities (rhyme, alliteration, blending, segmenting) Small-group P.A. work with all students Analyze and supplement presentation of P.A. activities Ultimate goal: Send children to kinder with rhyming, alliteration, and blending/segmenting skills.