Phonological Awareness
SKU:
978-1-913884-29-1
€19.95
€19.95
per item
Book 1 ~ Rhyming Rimes
This resource provides a variety of structured activities for the introduction, practice, and consolidation of rhyming awareness using rhyming word rimes. The activities can be used with input from the teacher or as consolidating activities without constant teacher support. Includes games which can be used in collaborative learning situations. Supports objectives set out on P58 of the Teacher Guidelines for the Primary School Curriculum.
TEACHING NOTES
The importance of phonological awareness to future success in reading and spelling is well researched and documented.
Layton, Deeny, and Upton (1997) write: ‘Phonological awareness refers specifically to the child’s realisation that the connected speech sounds that make up spoken language can be broken down into smaller segments, and that these segments can be manipulated.’
They also suggest: ‘An awareness that spoken language can be broken into segments is obligatory if individuals are going to read and spell effectively.’
And: ‘We believe that children’s phonological awareness can be raised to a level that supports early reading and spelling acquisition without reference to alphabetic letters.’
In light of the findings by Layton, Deeny, and Upton, this resource is designed to provide exercises for developing skills in segmentation, and to provide activities to introduce, practice and consolidate, rhyming and word rimes. It is intended for use by children who have yet to start reading, or are just starting to read, and those with Learning Difficulties.
References
Layton, L., Deeny, K., Upton, G., (1997). Sound Practice: Phonological Awareness in the Classroom. David Fulton Publishers.
This resource provides a variety of structured activities for the introduction, practice, and consolidation of rhyming awareness using rhyming word rimes. The activities can be used with input from the teacher or as consolidating activities without constant teacher support. Includes games which can be used in collaborative learning situations. Supports objectives set out on P58 of the Teacher Guidelines for the Primary School Curriculum.
TEACHING NOTES
The importance of phonological awareness to future success in reading and spelling is well researched and documented.
Layton, Deeny, and Upton (1997) write: ‘Phonological awareness refers specifically to the child’s realisation that the connected speech sounds that make up spoken language can be broken down into smaller segments, and that these segments can be manipulated.’
They also suggest: ‘An awareness that spoken language can be broken into segments is obligatory if individuals are going to read and spell effectively.’
And: ‘We believe that children’s phonological awareness can be raised to a level that supports early reading and spelling acquisition without reference to alphabetic letters.’
In light of the findings by Layton, Deeny, and Upton, this resource is designed to provide exercises for developing skills in segmentation, and to provide activities to introduce, practice and consolidate, rhyming and word rimes. It is intended for use by children who have yet to start reading, or are just starting to read, and those with Learning Difficulties.
References
Layton, L., Deeny, K., Upton, G., (1997). Sound Practice: Phonological Awareness in the Classroom. David Fulton Publishers.
