Teaching Phonemic Awareness and Word Reading Skills

By Stephanie Al Otaiba et al., IDA Ontario Perspectives Last updated 2024/05/27
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In this article from the International Dyslexia Association, Al Otaiba et al. emphasize the significance of evidence-based systematic and explicit instruction. They outline the typical process through which students grasp the alphabetic principle (the concept that words consist of distinct sounds). They also provide explanations of blending and segmenting instruction, accompanied by sample activities. The article also furnishes teachers with resources for explicit and systematic reading instruction as well as examples of explicit and systematic programs for teaching phonemic awareness and phonics.

Curriculum Connection

B2. Language Foundations for Reading and Writing
Phonemic awareness and the ability to blend and segment words play a crucial role in meeting the B2 expectation. This resource facilitates the progressive development of phoneme blending and segmenting abilities. It guides teachers in instruction methods for developing the understanding of the sound structure (K-Grade 1), up to using these skills to read and spell monosyllabic and multisyllabic words (Grade 3). **Distinct curriculum expectations are outlined for each of the four grades.
Grade(s): K 1 2 3
Topic(s): Applying MorphologyApplying OrthographyApplying PhonicsPhonemic AwarenessWord-Level Reading and Spelling

1 Comment

  1. Excellent website resources, teaching ideas, and background for structured literacy. I still ask each day however, how structured this really needs to be beyond a special education model in a regular classroom. I am passionate about special education though.

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