Increase interpreting success for college kids from diversified backgrounds with research-supported practices and culturally responsive interventions in phonemic understanding, phonics/decoding, fluency, vocabulary, and comprehension.
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Extra resources for Culturally Responsive Literacy Instruction
Several letter names begin with a short /e/ sound (f, m, n). Many letters make more than one sound, depending on surrounding letters. , 2003). To learn to read, readers require “awareness that all words can be decomposed into phonological segments” (Shankweiler, 1999, p. 114). , 1998, p. 4). In Snow and peers’ view, as phonemes are the units of sound that are represented by letters of an alphabet, awareness of phonemes is key to understanding the logic of the alphabet by applying an alphabetic principle and in acquiring skills in phonics, writing, and spelling.
6 Examples of Enhancing Primary Readers’ Skills in Phonological Awareness and Alphabetic Principle • Play What Did I Buy? Place one-syllable picture cards of ethnic food in a grocery sack. A reader secretly selects a picture and says its name by separating by phonemes. If the rest of the class can guess the picture, it is placed in the pocket chart. • Use sound matching. Place three sound-picture cards in the pocket chart. Readers name each picture and select the ones that begin or end like the focus sound.
Beginning with auditory phonemic activities, teachers can then link sounds to letters and provide opportunities for readers to apply their knowledge of phonological awareness when reading and writing. As with other readers who display phonological awareness difficulties, struggling readers can benefit from systematic instruction in identifying and manipulating the sounds of spoken language (Vaughn, Bos, & Schumm, 2005). For many readers, phonological awareness begins long before school years initiate.
Culturally Responsive Literacy Instruction by Algozzine