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There are 10 sections of activities in the programme. Identification of words and syllables; identification of rhyming words; identification of phonemes; blending, segmentation, deletion, substitution and transposition of phonemes within words.
Description. Developed to support children with reading delays and dyslexia. Contains a phonological training programme, links to other reading interventions, a standardized test of phonological awareness and a methodology to grade childrens reading books.
How to Teach Phonemic Awareness Hearing Rhyme. Reading books with rhyming language. Differentiating Rhyme. Say three words where one word does not rhyme. Producing Rhyme. Simply say a word such as: sit. Recognizing Sounds. Differentiating Sounds. Generating Sounds. Blending Syllables. Blending Beginning Sound and Ending Sound.
Its the ability to hear and distinguish sounds. This includes: recognising sounds, adding sounds, taking apart sounds and moving sounds around. Phonological awareness helps children become prepared to learn how letters and sounds go together in words. This makes it easier for them to read and write.
Phonological Awareness Training is a general practice aimed at enhancing young childrens phonological awareness abilities. Phonological awareness refers to the ability to detect or manipulate the sounds in words independent of meaning and is considered a precursor to reading.
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Relevant for language and emergent literacy learners, alliteration is another early phonological awareness skill. This involves sorting words by their initial and final sounds. Note: sorting words by sounds is not about the letters.
Phonological awareness activities and lessons should broadly involve: Highlighting phonological awareness concepts in songs, rhymes, poems, stories, and written texts. Finding patterns of rhyme, initial/final sound, onset/rime, consonants and vowels, by: Matching pictures to other pictures.

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