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Phonemic Awareness materials should:
- Progress from easier phonemic awareness activities to more difficult (rhyming, sound matching to blending, segmentation, and manipulation).
- Focus on segmentation or the combination of blending and segmenting.
- Start with larger linguistic units (i.e., words and syllables) and proceed to smaller linguistic units (i.e., phonemes).
- Begin instruction that focuses on the phonemic level of phonological units with short words (2-3 phonemes: at, mud, run).
- Focus first on initial (sat), then final (sat), and lastly the medial sound (sat) in word).
- Introduce continuous sounds (e.g., m, r, s) before stop sounds (t, b, k), as stop sounds are more difficult to elongate and isolate.
- Add letter-sound correspondence instruction to phonological awareness interventions after children demonstrate early phonemic awareness.
- Provide brief instructional sessions. Significant gains in phonemic awareness are often made in 15-20 minutes of daily instruction and practice over a period of 9-12 weeks.
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Source
Smith S. B., Simmons, D. C., & Kame'enui, E. J. (1998). Phonological awareness: Instructional and curricular basics and implications. In D. C. Simmons & E. J. Kame'enui (eds.), What reading research tells us about children with diverse learning needs: Bases and basics. Mahwah, NJ: Lawrence Erlbaum Associates.
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