A Test for Assessing Phonemic Awareness in Young Children
The purpose of the Yopp-Singer Test of Phoneme Segmentation is to measure a child’s ability to identify and separate the sounds of a word in the appropriate order. This assessment focuses on the topic of Phonemic awareness, defined as the ability to recognize that words are made up of a discreet set of sounds and to manipulate those sounds. It is one of the pillars of literacy that contribute to effective literary instruction for students. With the use of syllables, rhyming, as well as beginning/middle/ending sounds, students are capable of understanding that sounds are connected to words and learn how to recognize individual phonemes, then joining phonemes and eventually whole words. The assessment consists of 22 words that were picked due to their feature analysis and word familiarity that could take up to 10 minutes to administer to a student. The student was able to articulate the correct segments of about half of the twenty-two words that were listed. Yopp (1995) states, “Students who correctly segment some items (7-16 correct) are displaying emerging phonemic awareness.” I believe that one of the problems that she is facing relates to the idea that she believes that a letter can only sound one way; she is not aware of the short and long sounds that one letter is capable of sounding like when saying different words. For instance, when we reached words such as she, that, and three I could detect that she was hesitant with the beginning sounds since those phonemes are joined. To a certain extent I believe that she is lacking phonemic awareness due to the fact that she is not aware of the different sounds that letters could make. I think this could hinder her writing, as I have already witnessed, when she begins to produce sentences independently. They are taught to stretch out words to the best of their ability before asking for help so this could be a problem if she cannot identify the sounds that she is making. When I’ve looked over her writing, letters tend to be missing especially if it is a blended phoneme or one that is usually silent. EVoc Strategies: 10 Ways to Use Technology to Build Vocabulary I had not been introduced to eVoc strategies before reading this article but I would have to say that I believe it is an impressive way to teach vocabulary in the classroom. Although there is ample amount of opportunities for the students to read during their time in the class that I there is a direct relationship between vocabulary and reading comprehension. If we would like to create proficient readers, there is a need to improve their vocabulary. Out of the eight strategies mentioned, the second strategy stood out among the rest: take a digital vocabulary field trip. The idea of field trips incorporated into a lesson to peak student’s interest and maintain their attention is not an unfamiliar technique that I have learned as a preservice teacher but physically, not virtually. Physically field trips are not always feasible but the influence of technology in the classroom can be very powerful. This strategy allows the students to take a “tour” of the content that they are learning about by visiting several websites and viewing a variety of videos and pictures. This strategy does not take away from the primary goal of acquiring vocabulary because students will still discuss and document vocabulary words and notes pertaining to them during the lesson. Selecting “App” ealing and “App” ropriate Book Apps for Beginning Readers We all have to admit that technology is a huge factor of our lives in society; whether it be used in the workplace, school or for pleasure. And toddlers are not exempt from the wave that is taking over our society as we have witnessed how children younger than five years old are capable of using iPads, cellphones and tablets of different sorts. There is a popular saying that goes, “If you can’t beat them, join them.” I think this pertains to education because educators are constantly searching for methods that will increase literacy in the classroom and motivate students’ desire to read independently. What better way to encourage them to read than to present it to them in a way that they are very familiar with; on an electronic device. The article goes into detail of how digital books are a hug success with students of a young age due to media enhancements, customized reading experiences and interactivity. I learned that a quality digital book will include quality writing that allows students to discuss and reflect; expressive and fluent narration; well-coordinated images and text; and interactive features that help students develop traditional new literacy skills. References Dalton, B., & Grisham, D. L. (2011). EVoc Strategies: 10 Ways to Use Technology to Build Vocabulary. The Reading Teacher, 64(5), 306-317. Cahill, M., & Mcgill-Franzen, A. (2013). Selecting “App” ealing and “App” ropriate Book Apps for Beginning Readers. The Reading Teacher, 67(1), 30-39. doi:10.1002/trtr.1190 Yopp, H. (1995). A Test for Assessing Phonemic Awareness in Young Children. The Reading Teacher, 49(1), 20-29.
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