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Essay / Research Paper Abstract
This 9 page paper provides an overview of the five central elements outlined by the National Reading Panel in reference to reading skill acquisition. This paper is a research guide to these elements and their application in the classroom. Bibliography lists 15 sources.
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9 pages (~225 words per page)
File: MH11_MHNRPResP.rtf
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on instruction in phonemic awareness, phonics, vocabulary, fluency and comprehension. Improvements in instructional process and classroom strategies have been supported by research in these areas that maintain their significance
in supporting reading process for children. Phonemic Awareness Phonemic awareness is the process by which readers or speakers understand the smallest units of spoken language, phonemes (NRP, 2000).
Phonemes may be represented by letters, but they are actually sounds that are used to compose language. For example, while the word "she" is comprised of three letters,
it represents two phonemes, "sh" and "e". Phonemic awareness is often confused with phonics, which utilizes sounds associated with each letter to spell words. Phonemic awareness is
the identifying of sounds in syllables of spoken language, creating a method for identifying sound patterns represented in written for by letters or combinations of letters. There are a
number of strategies that can be utilized in the classroom setting to enhance phonemic awareness. Phonemic identity, phonemic segmentation and phonemic categorization are three strategies commonly used to support
enhance phonemic awareness in early language learners or in learner populations who demonstrate limited phonemic awareness. Phonemic segmentation is the process by which an individual recognizes the different
sound components of a word and so can break a word down by sounds (NRP, 2000; Kamii and Manning, 2002). The following is a classroom activity based on phonemic
segmentation: 1. The students are provided with six cards, each one with a picture. Words for this task should include familiar words with multiple syllables, including words
like "pony," "tuna," "soda," "body," "baby" and "happy" (See Kamii and Manning, 2002). 2. The teacher provides two to four "clues" for each word, the clues
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