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College of Education
Teacher Education Department

1st Semester
AY 2022-2023

In Partial Fulfillment of the Course:

SNED 29- Instructional Adaptations in Language and Literacy
Instruction

Topic:
Normal Development of reading, spelling, and writing for Pre-school
a. Phonemic awareness/phonological awareness
b. Decoding, word recognition skills and vocabulary development
c. fluency and comprehension

Submitted to:
Rosal S. Concepcion
Instructor III

Submitted By:

#04 Figueroa Messy Andrea S.

BSNED 3-2

202020114

October 05, 2022

Normal Development of Reading, Spelling, and Writing for Pre-school

Objectives:

At the end of the discussion the students are expecting to;

 Define the different normal development of the pre-school students in reading, writing, and
spelling;
 Identify the decoding, word recognition, and vocabulary development;
 Distinguish the differences between phonological and phonemic awareness;
 And differentiate the differences between reading fluency and reading comprehension.

Normal Development of Pre-School in Reading

Literacy doesn’t start only when your child starts school. From birth, babies and children are
gathering skills they’ll use in reading. The years between ages 3 and 5 are critical to reading
growth, and some 5-year-olds are already in kindergarten.

The best way to instill a love for and interest in reading is to simply read to your child. And yet,
many parents don’t. Reading gives you the opportunity for close bonding with your child, and it
also provides a window into a world of literacy that your child is about to enter.

As your child goes from saying her first sentences to speaking in paragraphs, you will start to see
exciting milestones develop with reading. Your child will begin to recognize print on the street, stop
signs, familiar store signs, and the address posted on your home.

Most Preschoolers Will

 Know the names of their favorite books

 Hold a book correctly and turn pages

 Recall familiar words and phrases in favorite books

 Pretend to read books

 Know the difference between a random squiggle and a letter or number.

Some Preschoolers Will

 Recognize and write some letters and numbers

 Name letters that begin certain words

 Make up rhymes or silly phrases.

  Some Preschoolers Might Even

 Predict what might happen next in a story

 Read and write their names and some familiar words

 And retell stories that they know

Normal Development of Pre-school in Spelling

Preschool spelling milestones
Preschool is an exciting time for parents and children as it is during these years that literacy skills
first emerge. Your child will increasingly make independent attempts to express their creativity
through writing. It is important to keep in mind that when children are 3-4 years old, or at the pre-
Kinder stage, the process of learning is far more important than the final product.

All children develop differently. Before commencing school children are focused on learning skills
that will support the formal teaching of writing and spelling. There’s no need to worry if your child
cannot achieve all of the milestones listed below as it’s likely they will develop in their own time.

A pre-school child is developing their visual memory

Children need to be able to remember visual patterns before they can spell words. Children at this
age will begin to notice environmental print (words around them) and will notice the ‘look’ of
letters. Some children can talk about ‘round’ letters and ‘tall’ letters.
A pre-school child is developing their perceptual skills

Visual perceptual skills are skills that allow a child the ability to make sense of what they see with
their eyes. This is a very important skill as children must learn to visually discriminate between
letters and understand that the letters of the alphabet have different shapes.

A pre-school child is learning that marks have meaning

Children will begin to realize that marks on the page look different and that these different marks
are called words. Children will also understand that these words have different meanings.
Encourage children to mark pages with their attempts at letters and display their attempts to instill
further confidence.

Pre-school children will begin to write letters

Children who have had opportunities to experiment with marking pages will progress to write some
letters in the alphabet usually 4-5 letters. At this age the letters will appear backward, upside down
or spread out around the page. Children will not have mastered direction. Children also do not
understand that letters must be grouped to form a word.

Pre-school children will learn to identify some letters of the alphabet

Children are now learning to name letters. Children will usually learn the letters which are in their
name first. The focus for children is on learning the sound of the letter and not the name of the
letter. Being able to match the sound supports the development of reading skills as they emerge.
Pre-school children will want to write their name

Children at this age learn that their name is powerful. It sets them apart from others and makes
them special. Children become interested in the sound and look of their name. Around names age
of 3 circular scribbles will be created. This will progress into continuous linear scribbles which may
look like letter formations. Finally, children will, l attempt direction and some grouping of letters.

Pre-school children will focus on tracing

Tracing supports visual discrimination of letters (being able to see differences between the
shapes) and should be encouraged. Pencils do not need to be used at this age. Children can use
paint, sand, shaving cream, or sandpaper letters for tracing. Most importantly learning to write and
spell is a tactile experience. At this age, a child’s emerging literacy skills can be supported by
providing them with experiences that strengthen a child’s hand muscles. There is no need to focus
on correct pencil grip at this age. Instead, activities such as shaping letters with play dough,
tracing letters on textured paper, finger painting, drawing letters in shaving foam or sand, and
manipulating magnetic letters are the most beneficial.
8 FUN SPELLING ACTIVITIES FOR PRE-SCHOOL (AND HOW THEY HELP BUILD SPELLING
SKILLS)

1. PLAY THE SPELLING MEMORY GAME:

First, create flashcards that have one word per card. You can use your child’s spelling list, or
create your own. Have your child pick a card, read the word aloud, and say each of the letters in
the word. Then, have him or her place the card face down and write the word on a piece of paper.
This activity encourages memory recall and spelling aloud.
 

2. SOUND IT OUT:

Say a word out loud to your child, have him or her repeat it back to you, and then write out what
he or she heard. For younger children, try to stick to words that are spelled as they are heard. For
older children, include more complex words that are a bit more difficult to spell.

This activity encourages identifying phonetic patterns in words and spelling words using these
patterns.
 

3. CREATE A PUZZLE:

Write a word on paper and cut the letters into individual pieces (refrigerator magnets work great,
too). Mix up the letters and have your child spell out the word by putting the letters in the correct
order.

This activity encourages logic skills to determine the spelling of a word.

 

4. TRY RAINBOW WRITING:

Have your child spell words by using a different color pen, pencil, or crayon for each letter. Then
have your child spell the same words using a different color for each word.

This activity encourages learning how letters work together to form complete words.
 
5. TRACE, WRITE, AND REMEMBER:

Create three columns on a sheet of paper. Label one column ‘trace’, one ‘copy’, and one
‘remember’. Using your child’s spelling list or one you’ve created, write a list of words in the first
column. Have your child trace the letters you have written, then copy them in the next column.
Lastly, cover the first two columns with a sheet of paper and have your child write the word in the
third column from memory.

This activity encourages word identification and spelling memory.

 

6. TRY STAIRCASE SPELLING:

Have your child practice writing words in a staircase pattern. Start with the first letter of the word
on one line, add one more letter on the next line, and continue until the word is complete. For
example:
W
Wr
Wri
Writ
Write

This activity encourages understanding spelling logic, especially for more complex words
or words with more than two syllables.
 

7. CREATE WORD SWATTERS:

Create a ‘word swatter’ for your child using a fly swatter or kitchen spatula. Working from a list of
words, have your child look through books, magazines, and other print materials and ‘swat’ the
words using the word swatter when he or she spots them. Keep track of the words your child has
found by crossing them off as they are found.

This activity encourages active reading, word identification, and spelling memory.

 

8. FILL IN THE MISSING LETTERS:

Create a list of words on a piece of paper with blanks replacing some of the letters. Have your
child work through the words, filling in letters to complete them. If your child needs help identifying
the word, try drawing a simple picture next to the word, or include a ‘word bank’ at the bottom of
the page.

This activity encourages spelling logic and word identification.

Normal Development of Pre-school in Writing

What are writing readiness (pre-writing) skills?
Pre-writing skills are the fundamental skills children need to develop before they can write. These
skills contribute to the child’s ability to hold and use a pencil, and the ability to draw, write, copy,
and color. A major component of pre-writing skills is the pre-writing shapes. These are the pencil
strokes that most letters, numbers, and early drawings are comprised of. They are typically
mastered in sequential order, and to manage-specific levels. These strokes include the following
strokes: |, —, O, +, /, square, \, X, and Δ.

 
Why are writing readiness (pre-writing) skills important?
Pre-writing skills are essential for the child to be able to develop the ability to hold and move a
pencil fluently and effectively and therefore produce legible writing. When these skills are
underdeveloped it can lead to frustration and resistance due to the child not being able to produce
legible writing or to ‘keep up in class due to fatigue. This can then result in poor self-esteem and
academic performance. 

10 Pre-Writing Activities for Preschoolers

1. Salt tray Drawing

Salt trays are a fun way to have your child practice forming letters with their finger or a
small paintbrush. The feel of the salt can be calm and relaxing for your child as they run
their fingers through the salt to create letters. Add a few drops of food coloring and/or
essential oil to the salt for an even more engaging learning experience.

2. Play dough Shapes

 Using play dough to shape and mold letters is a great way to focus on the shapes that
make up each letter. You can use play dough to roll, squish, and shape for hours of
sensory fun. Try any of these three techniques;

o Rolling play dough snakes and using the snakes to form letters
o Press letter stamps into flattened slabs of dough
o Roll out sheets of play dough and use alphabet cookie cutters to cut out letters.

3. Cinnamon and Sugar Writing

Who doesn’t love the smell of cinnamon and sugar? And it’s good for learning as well as a
topping for toast! Stimulate your child’s senses of smell and touch by creating this simple
sugar writing activity. Combine white sugar with a little cinnamon and invite your child to
use their fingertip to create letter shapes.

4. Pushing Beads in to Play dough

Your child will love being able to use play dough and beads to create letters. Simply push
the play dough into a flat lid, flatten it out and trace out the letter for your preschooler. They
can then work their fine motor skills of picking up the small beads to outline the letter.
5. Shaving Cream Writing

Get ready for this to be a little messy! Your child will love the fact that they’re actually being
asked to get their hands messy with shaving cream. This is one sensory activity that they’ll
more than likely spend hours upon hours doing…and you can keep it clean by spreading
the shaving cream onto your shower screen. Alternatively, use a shaving brush and paint
the letters with shaving cream onto your bathroom mirror or shower screen.

6. Blackboard Paint with Water

Using water to learn to make letters is totally possible. All you will need is a blackboard,
water, and their fingers to do so (although they can use a small paintbrush if preferred.

7. Squishy Bags

Squishy bags are a lot of fun for learning about letters. Add a few big globs of kid’s acrylic
paint to a zip lock bag. Tape the bag shut to stop messes. Lay the bag on a table top and
encourage your child to use their finger to press onto the bag, moving the paint aside to
form shapes and letters. They’ll love that squishy feel and it’s a great workout for the
fingers too.

8. Sandpaper Letters

Make a set of sandpaper letters. Cut letter shapes from sandpaper and attach each to a
square of cardboard. Your child can spend time tracing the letter with their finger, feeling
the texture. Alternatively, work on letters by placing a paper over a sandpaper letter card
and tracing over the bumpy letters with crayons.

Add the letter cards to your other sensory letter activities for a double dose of sensory
letter fun.
9. Ice Painting

What preschooler doesn’t love painting? And when that painting can be created with a
homemade recipe to do together, it’s certain to be a win. Once your ice painting
sticks have set, why not take them outside and let your preschooler paint their letters on
the sidewalk!

10. Chalk Rainbow Writing

Head outdoors and use a piece of white chalk to write on the pavement, lightly form the
letter (or set of letters) you want your child to trace. Have them trace around each letter
repeatedly with different colored chalk to create a rainbow letter.

These simple ways to combine learning letters and sensory fun are simple and easy to do.
Get creative with how you approach topics with your preschooler and you’ll be amazed at
how willing they are to try out fun new ideas and activities!

a) Phonemic Awareness/ Phonological Awareness

Phonological Awareness

Phonological awareness is the ability to hear and manipulate units of sounds in spoken
language.

A unit of sound occurs within a word. For example, the word apple.

You hear /ap/ and /ple/. There are two syllables that we hear. Those are units of sound.

If you’re able to hear those two sounds (syllables) in the word, you have phonological
awareness.

Phonological awareness activities include manipulating sounds with syllables, onsets,

rimes, and phonemes.
For example:

 Segmenting syllables
o What parts do you hear in rainbow? >> rain and bow
 Deleting rimes
o Say pencil without cil. >> pen
 Isolating phonemes
o What’s the first sound you hear in cup? >> /k/
 Blending onset and rime
o What happens if we put ch and in together? >> chin
 Matching phonemes
o What’s another word that starts like lap? >> like (or any word that starts with
/l/)

Phonemic Awareness

Phonemic awareness is the ability to hear and manipulate the smallest unit of sound in
spoken language. The smallest unit of sound in the English language is called a phoneme.
And we all know that there are 43 phonemes in the language and there are only 26 letters.
It may be confusing but in phonemic awareness we are focusing on sounds and not in the
letters.

For example, being able to hear /c/ and /a/ and /t/ in the word cat requires phonemic
awareness.

Another example would being able to hear /sh/ and /a/ and /ck/ in the word shack.

These sounds cannot be any smaller. You cannot break down the /k/ sound. You cannot
break down the /sh/ sound. (Even though it has two letters, they only make one sound).
The same can be said for /ck/, too.

Phonemic awareness involves being able to hear and manipulate phonemes, the smallest
units of sound.

Manipulating sounds for Phonological and phonemic Awareness

 Blending Sounds

Put these sounds together /d/ /o/ /g/ >> dog

 Segmenting Sounds

Separate these sounds dog >> /d/ /o/ /g/

 Adding Sounds
 Add /s/ to the end of dog >> dogs

 Deleting Sounds –

Say dog without /d/ >> og

 Substituting Sounds

The word is dog. Instead of /d/, let’s say /f/ >> fog.

Activities for Pre-school to develop their Phonological and Phonemic Awareness

1. Listening With Closed Eyes

One of the first phonemic awareness skills preschoolers can work to improve is their ability
to recognize single sounds. Focusing attention on what you hear is the first phase of
breaking down and registering each phoneme. Have your students close their eyes in
class and say the sounds they hear.

2. Phoneme Snowmen

Word segmentation is a great practice in learning how phonemes work and sound
together. You can find these cute printable flashcards of different images or make your
own. Next, grab some cotton balls and use them to count the letter combinations that make
up each word.

3. Barrier Game
Collect some familiar objects around the classroom and put up a barrier so your students
cannot see them. This listening game is excellent practice for learners to block out and
separate sounds between those that are ambient and those that are important. Try using
objects they hear regularly so students don't get frustrated or discouraged.

4. LEGO Word Building

One hands-on learning tool that combines letter sounds and motor skills is segmenting and
blending words using LEGOs. Start off with simple 2-3 letter words and have your students
break apart the pieces and say the letter names, then put the blocks together to make
each word.

5. Letter Sounds Tic Tac Toe

For this sound game, print out some picture cards, grab some yarn, and make a tic tac toe
board on the floor. You can choose to focus on initial sounds or ending sounds depending
on what your learners are struggling with.

6. Similarities and Differences Game

Get your preschoolers up and moving with this fun game that improves phonological
awareness. Place 3 hula hoops on the floor and choose 3 words your students are familiar
with. Each word is represented by a hula hoop. Once you've said the words, the students
must jump into the hula hoop of the word that sounds different than the other 2.

7. Rhyming Riddles
Let's focus on identifying individual sounds in a word. Ask your students for simple word
corrections where one sound is off. For example, "Who do you see if you are sick?"
"Poctor?". Your students can then answer and say "no, doctor!"

8. Word Formation Bracelets

Props, crafts, and games are useful strategies for building a strong foundation of language
in your preschoolers. These learning bracelets made from pipe cleaners and beads are a
fun and interactive way for students to visualize combinations of letters and practice putting
them together.

9. Word Sorting With Pictures

Every word has a certain number of sounds and letters. You can use these free printable
candy jars and images to play an activity that relates phonemes to letters, then counts and
categorizes them.

10. Mystery Bag Game

Kids love mystery! This fun learning experience not only improves students' letter
recognition but also expands their vocabulary. Place small familiar items in a bag, and
plastic letters for the items' initial sounds. Each item your toddler pulls from the bag they
must put in the correct phoneme column.

HOW ARE PHONOLOGICAL AWARENESS AND PHONEMIC AWARENESS

DIFFERENT?

Phonological awareness is about being able to hear and manipulate units of sound in

spoken words. That includes syllables, onset, rime, and phonemes.
 Phonemic awareness is about the being able to hear and manipulate the smallest unit of
sound, a phoneme!

How Phonological Awareness Contributes to Reading Development

Phonological awareness is essential for reading because written words correspond to

spoken words. Readers must have awareness of the speech sounds that letters and letter
combinations represent in order to move from a printed word to a spoken word (reading),
or a spoken word to a written word (spelling). Awareness of the sounds in spoken
language is required to learn letter-sound correspondences; to blend sounds together to
decode a word; and to "map" words into long-term sight vocabulary.

Problems with phonological awareness have been identified as a major cause of reading
difficulties Dyslexia is thought to stem from phonological difficulties that lead to severe
problems decoding words.

"Students with good phonological awareness are in a great position to become good
readers, while students with poor phonological awareness almost always struggle in
reading"

b) Decoding, word recognition skills and vocabulary development

Decoding

Decoding is the process of seeing written words on a page and being able to say them out
loud. Decoding is concerned with sounds (phonemes), rather than the understanding of
meaning. Sometimes teachers will comment that a child is good at decoding, but has poor
comprehension. This means that they can read aloud very fluently, but have trouble
understanding what they have read.

Activities for Pre-school to develop their Decoding Skills

 Create Letter Cards

While this may not seem like the most creative or unique method, sometimes
simple is best. Simply write the letters on an index card, then place a picture of an
object on that same card. For example, the sound "f" may be paired with a picture
of a fish. You can even theme these cards to your children's interests to help them
build connections more quickly, and be sure to ask them about the letter names to
practice their letter recognition (graphemes).

 Label your house

Labeling commonplace objects in your home with their starting sound ("couch"),
your children will be able to see their world literally spelled out around them can
help build a kinesthetic connection between reading and their world, as well. You
can also use letter magnets whenever possible for easy letter manipulation!
  Scrabble Spelling

Using the letters from a Scrabble game to create a fun learning activity, select an
ending sound (such as -at). Then, practice moving consonants to the beginning of
the word. Whoever can make the most words for that end sound wins!

 Phoneme Building Blocks

By using building blocks coded by color in this lesson activity, have the children
break the words into syllables and then sound them out. For example, the word
"rabbit" is to be divided between the two "b's". Then you have two simple
consonant-vowel-consonant words to sound out--rab and bit. All you have to do is
put them together to sound out the word! This can help you see how they are doing
on their grasp of letter sounds, as well as with individual letters.

Word Recognition Skills

What is word recognition? The word recognition definition describes the path that most
children go through to learn how to speak and read. When children start to understand that
the letters in the alphabet make specific sounds and can be combined to make words,
word recognition has begun. A word recognition test can be used to determine the stage of
a child's ability to decode and comprehend letter patterns and beyond. This type of test
measures a child's ability to identify word parts (prefix, suffix, root word), recognize
syllables, and sound out and decode words.

Vocabulary Development

Vocabulary refers to the collection of words that a person knows and uses. Vocabulary
development is the process of acquiring new words. The size of a child’s vocabulary
between preschool and first grade is often a strong indicator of their reading
comprehension in later grades. That’s why it’s so important to focus on building vocabulary
skills throughout reading instruction.

Vocabulary and language development in children at 4-5 years

At this age, children begin to learn and use more:

 Connecting words, like ‘when’ and ‘but’

 Words that explain complicated emotions, like ‘confused’, ‘upset’ and ‘delighted’
 Words that explain things going on in their brains, like ‘don’t know’ and ‘remember’
 Words that explain where things are, like ‘between’, ‘above’, ‘below’ and ‘top’.

Your child is also learning more and more adjectives that help them explain things better –
for example, ‘empty’ and ‘funny’.

Preschoolers are getting better at using language to tell you their thoughts and ideas. But
they understand many more words than they can use.

Activities to Develop Vocabulary for Pre-school

 Pick the right words – preschool children are ready to learn about words that are
more sophisticated than those used in everyday life. More advanced vocabulary
naturally comes up during subjects like science, where words like “evaporate,”
“hibernate” or “decay” might be part of the curriculum. But you can introduce
sophisticated words during any activity by thinking about a more advanced version
of an everyday word. For example, instead of “tired”, try introducing a word like
“exhausted”; or instead of “happy”, try “delighted” or “ecstatic”.

 Take advantage of informal activities like transitions, meals, and daily

routines – conversations during informal activities tend to happen “on the fly”, but
they still offer many opportunities for new vocabulary. For example, you could
discuss “raw” vegetables or the “temperature” of the food at snack time, how we
need to “apply” sunblock when we go outside, or how to “lather” the soap when
washing hands. New vocabulary can be incorporated into almost any conversation
or activity. Remember to repeat these words after they have been introduced.

 Use free play to teach vocabulary – when children are playing, it’s a great time to
use their interests to introduce new words. For example, when children are playing
at the water table, you could take turns pouring water with them, talking about how
the different “containers” hold different “amounts” of water. If you see a child
 assembling train tracks, you could join in with him and talk about how you can
“connect” the tracks so that the train can “travel” even farther.

 Make use of all subject areas – new vocabulary can be incorporated into any
subject. For example, words like “portion,” “fraction,” and “measure” can be used
during math instruction, and words like “create,” “decorate” and “sculpt” might arise
during art.

 Plan in advance – coming up with a list of target vocabulary related to specific

activities ahead of time can help you introduce new words, even during busy
routines. Reminders like writing new vocabulary on a clipboard or whiteboard, or
near the location of the routine can be helpful (such as posting “humid” and “foggy”
near the children’s coat hooks so you can discuss the weather as the children are
getting ready to go outside).

 Introduce new vocabulary with books – sometimes books have sophisticated

vocabulary built right into the story, but when they don’t, you can always introduce a
new word during your discussion about the book. Take a look at this Book
Nook article for an example.

Fluency and comprehension

Reading fluency is the speed and accuracy of decoding words. Reading comprehension is

the ability to understand what you are reading. A student is considered a proficient reader
when reading fluency and reading comprehension are at grade level.

It is important to develop both reading fluency and reading comprehension in all students.
Fluid reading skills make reading easier and more enjoyable. Reading comprehension lets
the student acquire knowledge and follow a story line.

REFERRENCES:

https://www.cdc.gov/ncbddd/childdevelopment/facts.html

https://www.parents.com/toddlers-preschoolers/development/behavioral/preschoolers-101-
understanding-preschooler-development/#:~:text=A%20child%20of%203%20or,they%20enter
%20their%20school%20years.
https://www.scholastic.com/parents/books-and-reading/books-and-reading-guides/raise-reader-
parent-guide-to-reading-ages-3-5.html#:~:text=Most%20Preschoolers%20Will%3A%20Know
%20the,and%20a%20letter%20or%20number.

https://raisingchildren.net.au/preschoolers/development/language-development/language-
4-5-years

https://gradepowerlearning.com/activites-improve-kids-spelling-skills/

https://childdevelopment.com.au/areas-of-concern/writing/writing-readiness-pre-writing-
skills/
 https://www.ateachableteacher.com/phonological-awareness-vs-phonemic-awareness/
#:~:text=Phonemic%20awareness%20is%20a%20part%20of%20phonological
%20awareness.&text=For%20example%2C%20counting%20the%20number,We%20are
%20working%20with%20phonemes.

https://www.doe.mass.edu/massliteracy/skilled-reading/fluent-word-reading/phonological-
awareness.html

https://www.theschoolrun.com/what-decoding

https://study.com/academy/lesson/what-is-word-recognition-stages-skills.html

https://www.time4learning.com/homeschool-curriculum/vocabulary-development.html

https://empoweredparents.co/language-activities-for-preschoolers/

https://childhood101.com/sensory-pre-writing-activities/

Quiz

Read the statement carefully and identify the correct answer to each statement.

1. Teacher Anna read the word ORANGE to her student and her student heard the two
syllables which are/O/ and /RANGE/, then her student has_____________.

a. Phonological Awareness
b. Phonemic Awareness
c. Vocabulary Develop
d. Reading fluency

2. If your pre-school student can read the word from the book and can say it out loud then
your student knows how to__________.
a. Recognize word
b. Fluency and comprehension
c. Decode
d. Vocabulary Development
3. Teacher Mary read the story of Adam and Eve to her three-year-old student then when she
asks to her student what he learned from the story, the student explain and re-tell the story
to his teacher. Then the three year old student has__________.
a. Reading fluency
b. Phonemic awareness
c. Phonological awareness
d. Reading comprehension
4. When teacher Amy read the word SUN, her student heard the sound /S/ /U/ /N/. Then her
student has________.
a. Phonemic Awareness
b. Reading fluency
c. Reading comprehension
 d. Phonological awareness
5. When Mrs. Santos asks her daughter about the letters and sounds of alphabet, her
daughter can answer it correctly. Then one day she saw her daughter reading the word
CAT in her book she realize that her daughter can__________.
a. Phonemic awareness
b. Recognize word
c. Decode
d. Phonological awareness

Write "True" if the statement is correct and "False" if it’s wrong.

6. According to our discussion, most of the pre-school students know the names of their
favorite books, hold a book correctly and turn pages, recall familiar words and phrases in
favorite books, pretend to read books, and know the difference between a random squiggle
and a letter or number.
7. The sound it out spelling activity can help children recall their memories and say the word
aloud.
8. A student-created puzzle activity can encourage the student to use their logic skills to
determine the spelling of a word.
9. Teaching the child to spell words is essential for the child to be able to develop the ability
to hold and move a pencil fluently and effectively and therefore produce legible writing.
10. Phonological awareness is the ability to hear and manipulate units of sounds in spoken
language.

Learning Task

In the comment box, can you please type your insights on how important it is for pre-school
students to learn phonological and phonemic awareness to develop reading skills?

Key to Correction
1. A
2. C
3. D
4. A
5. B
6. TRUE
7. FALSE
8. TRUE
9. FALSE
10. TRUE