PRELIM MODULE

WEEK 8
Northern Bukidnon Community College
Kihare, Manolo Fortich Bukidnon, 8703
nbcc.2005@gmail.com

TEACHER EDUCATION PROGRAM

ENG 2: Teaching English in Elementary Grades
Second Semester of A.Y. 2022-2023

Rationale

This module presents the role of word recognition in developing reading

fluency and comprehension. It also discusses the importance of exposures of
learners to words in order to learn to spell and understand their meaning.

Intended Learning Outcomes

A. Demonstrate an understanding of the critical roles of word recognition in reading

fluency and comprehension.
B. Discuss the importance of exposures of learners to words in order to learn to spell
and understand their meaning.
C. Enumerate strategies to develop reading fluency.

Activity

Open the link HYPERLINK "https://www.youtube.com/watch?v=K0G6teawxls&t=125s"

https://www.youtube.com/watch?v=K0G6teawxls&t=125s and watch the video
on Phonological Awareness. Take note of the important points.

Discussion
● Phonological awareness (PA) is a metalinguistic skill characterized by the ability
to perceive that speech can be segmented into words, syllables, and
phonemes and that these can be consciously manipulated by the individual.
It forms part of phonological processing, and there is extensive evidence that
the skills that compose it are necessary for learning how to read and write.
● Developing strong competencies in phonological awareness is important for
all students, as the awareness of the sounds in words and syllables is critical to
hearing and segmenting the words students want to spell, and blending
together the sounds in words that students read. Focussing on phonological
awareness is recommended to form a key component of early childhood
education for literacy, starting with syllable, rhyme, and initial/final sound
(alliteration) awareness.
● Phonological awareness is a key early competency of emergent and proficient
reading, including an explicit awareness of the structure of words, syllables,
onset-rime, and individual phonemes. Together with phonics, phonological
awareness (in particular phonemic awareness) is an essential competency for
breaking the code of written language.

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● Reading disorder is a learning disorder that involves significant impairment of
reading accuracy, speed, or comprehension to the extent that the impairment
interferes with academic achievement or activities of daily life. People with
reading disorder perform reading tasks well below the level one would expect
on the basis of their general intelligence, educational opportunities, and
physical health. Reading disorder is most commonly called dyslexia. Dyslexia,
however, usually includes deficits in spelling and writing as well as reading.
● Common problems in people with reading disorder include:

1. Slow reading speed

2. Poor comprehension when reading material either aloud or silently
3. Omission of words while reading
4. Reversal of words or letters while reading
5. Difficulty decoding syllables or single words and associating them with
specific sounds (phonics)
6. Limited sight word vocabulary
● Common characteristics of children with reading disorder include:
1. Difficulty identifying single words
2. Problems understanding the sounds in words, sound order, or rhymes
3. Problems with spelling
4. Transposing letters in words
5. Omitting or substituting words
6. Poor reading comprehension
7. Slow reading speed (oral or silent)
● 10 Strategies for Fluency

1. Record students reading aloud on their own.

2. Ask kids to use a ruler or finger to follow along.
3. Have them read the same thing several times.
4. Pre-teach vocabulary.
5. Drill sight words.
6. Make use of a variety of books and materials.
7. Try different font and text sizes.
8. Create a stress free environment.
9. Guide students to help them establish a steady pace.
10. Introduce a typing course.

Note: See attachments and uploaded materials for further discussion and references.

Exercise

What is the difference between phonological awareness and phonics? (15 points)

While phonemic awareness and phonics are connected in some respects, they
are not the same. Nevertheless, both are very important to a child’s literacy
development. To put it simply, phonics involves using the eyes and ears while
phonemic awareness involves just the ears.

Phonemic Awareness is the understanding that spoken words are made up of

individual sounds, called phonemes. Phonemic awareness is oral and auditory,
and the focus is on the sounds in words. Phonemic awareness is often confused
with phonics, however, unlike phonics, phonemic awareness does not involve
print or letter names. It is critical to understand the difference between the two,
as reading is phonologically based, not visual as we often think it is.

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While phonemic awareness is oral and auditory, phonics instruction is both visual
and auditory. The focus of phonics instruction is letter-sound relationships. During
explicit phonics instruction students are taught the letter or letter combinations
that represent the 44 sounds or phonemes in the English language.

Assessment

Discuss the strategies in developing reading fluency. (20 points)

First, Record students reading aloud on their own. If certain sound-letter combinations or
words are causing problems, teachers will benefit from listening to the child read out loud.
However, this activity can be extremely stressful in front of a classroom of kids, particularly for
a student who struggles with fluency. Second, Ask kids to use a ruler or finger to follow along.
Decoding is easier when students don’t lose their place as they move across a page. It’s up
to the individual student how they go about this. Third, Have them read the same thing several
times. When you’re trying to improve fluency, it helps to see the same text multiple times.
Each reading becomes easier and motivation goes up as students experience enhanced
fluency thanks to repeat exposure to words and phrases. Fourth, Pre-teach vocabulary. Prime
the words a student is going to see in a text and practice reading them in isolation or in
phrases. You might do this via an interactive classroom based activity. Get students to use
the words and then practice reading them from the board or on a piece of paper. Fifth, Drill
sight words. Some words are more common than others and students who have a hard time
with fluency will find it is much easier to read when they are familiar with 90% of the
vocabulary in a text. Sixth, Make use of a variety of books and materials. If a student has
difficulty with reading it can be even more of a struggle to practice with material that is not
of interest to them. Sometimes all it takes is getting readers excited about a topic to help
them lose themselves in the activity. Seventh, Try chapter books, comics and poems.
Try different font and text sizes. If there’s a visual impairment that is causing some of the
difficulty, reading larger text or text printed on colour tinted paper can sometimes make
things easier. Next is, Create a stress free environment. When students are enjoying a book,
anxiety and stress are reduced and fluency is enhanced. It’s also possible to foster a relaxing
environment by removing any deadlines, time-limits or assessment related goals and just
focusing on classroom reading for reading’s sake. Another one, Guide students to help them
establish a steady pace. One of the hallmarks of fluent reading is establishing a consistent
rhythm and pace that guides students through a text. This doesn’t need to be fast and in the
beginning new readers should have the option to start slow and increase their pace as they
become more comfortable. Lastly, Introduce a typing course. If a student continues to
struggle with fluency, teachers, tutors and parents may consider introducing an extra-
curricular program designed to enhance literacy skills. A multi-sensory course like Touch-type
Read and Spell can be used at home and in school to learn typing and enhance spelling
and sight reading at the same time.

Reflection

What is the role of phonological awareness in developing reading fluency?

(15 points)
Before children learn to read print, they need to become aware of how the sounds in words
work. They must understand that words are made up of individual speech sounds, or
phonemes. A child's skill in phonological and phonemic awareness is a good predictor of
later reading success or difficulty.

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.

Developing strong competencies in phonological awareness is important for all students, as

the awareness of the sounds in words and syllables is critical to hearing and segmenting the
words students want to spell, and blending together the sounds in words that students read.
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Resources and Additional Resources

● Hickman, P. & Durodola, S. (2009). Dynamic read-aloud strategies for English learners:
Building language and literacy in the primary grades. Delaware International
Reading Association.
● Hermosa, N. (2006).The psychology of reading. Quezon City: UP Open University.

Additional Resources:

● http://www.nycspecialeducation.com/reading-difficulties.html
● https://www.readandspell.com/fluency-strategies-for-struggling-readers
● https://www.youtube.com/watch?v=K0G6teawxls&t=125s

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