Makayla Gregory
Chapter 3 (Sound-Letter Linkers) Notes:
Young children love to play with the sounds in words
When phonological awareness increases, children start connecting
individual sounds (phonemes) to the letter/groups of letter sounds
(graphemes)
Concepts vary across languages when referring to the foundational
understandings that move people toward conventional reading/writing
Key practice of knowing is starting point for phonological awareness and
alphabet knowledge
Showing = active response to knowing
Children need to learn to associate each individual letter and groups of
letters (“sh” and “ould”) with a sound (/s/)
Sound/letter relationships are made when children play games or sing
songs using terms from the language
Phonemic Awareness-understanding that words are made of individual
sounds that can be manipulated to create words
Memorizing words usually leads children to struggle with sounding out new
words
All of our speech runs together, we only stop to take a breath, or at a
pauseIt is not obvious for a child where one word ends and another
begins when speaking.
Preschoolers should be able to engage in initial phoneme segmentation and
blend initial phoneme with rest of the word orally
Children are usually aware of larger units of language first, then individual
units
Key Terms:
Phonological Awareness-refers to the awareness of sound structure of an
alphabetic spoken language and being able to manipulate it
Phonemic Awareness-subskill of phonological awareness that refers to
the ability to identify/manipulate the smallest unit of sound that
distinguishes one spoken word from another, developing understanding
that the sounds around a sound may affect that sound (especially vowels)
Phoneme-individual unit of sound that distinguishes one word from
another (/m/ in mat and /k/ in cat)
Chapter 3 (Sound-Letter Linkers) Notes:
Young children love to play with the sounds in words
When phonological awareness increases, children start connecting
individual sounds (phonemes) to the letter/groups of letter sounds
(graphemes)
Concepts vary across languages when referring to the foundational
understandings that move people toward conventional reading/writing
Key practice of knowing is starting point for phonological awareness and
alphabet knowledge
Showing = active response to knowing
Children need to learn to associate each individual letter and groups of
letters (“sh” and “ould”) with a sound (/s/)
Sound/letter relationships are made when children play games or sing
songs using terms from the language
Phonemic Awareness-understanding that words are made of individual
sounds that can be manipulated to create words
Memorizing words usually leads children to struggle with sounding out new
words
All of our speech runs together, we only stop to take a breath, or at a
pauseIt is not obvious for a child where one word ends and another
begins when speaking.
Preschoolers should be able to engage in initial phoneme segmentation and
blend initial phoneme with rest of the word orally
Children are usually aware of larger units of language first, then individual
units
Key Terms:
Phonological Awareness-refers to the awareness of sound structure of an
alphabetic spoken language and being able to manipulate it
Phonemic Awareness-subskill of phonological awareness that refers to
the ability to identify/manipulate the smallest unit of sound that
distinguishes one spoken word from another, developing understanding
that the sounds around a sound may affect that sound (especially vowels)
Phoneme-individual unit of sound that distinguishes one word from
another (/m/ in mat and /k/ in cat)
