How children develop their reading skills is closely linked to their awareness of how language works. The research summarized here addresses the five pillars of reading development and argues that phonemic awareness is a critically important skill which children must acquire in order to access the written code. It is also argues that teachers need deep and systematic knowledge in these domains.
Jane Carroll, speech language therapist and PhD student, discusses strategies for developing oral language in the early years environment. Jane argues that oral language is the foundation of literacy and having a strong oral language base is the best foundation that teachers can provide for literacy learning.
An exhaustive summary of the research in each of these fields. This is essential reading for those who wish to grasp the depth and complexity of effective reading instruction.
Debunking parenting myths: The Tale of the incompetent parent, the fiendish forward facing buggy & the developing child (Smith C BlogSmith @clarrysmith 2015)
This blogpost by an experienced Speech and Language Therapist challenges populous notions that parental talk with children is declining and that parents are responsible for the prevalence of children with speech and language difficulties at school. It calls for ‘an inclusive discourse’ based on evidence.
This paper provides a literature review of multiple linguistic approaches to word study and finds links with improved decoding, spelling and writing. Multiple linguistic approaches include a range of skills such as phonological awareness, phonemic awareness and morphology. The links between the structures of language, understanding the written code, and being able to produce language using the written code suggest strong evidence for the reciprocal relationship between reading and linguistic skills.
Kerry Hempenstall explains the concept and application of the term phonemic awareness.
This brief video by Assistant Professor Peggy Semingson, University of Texas, is an extremely helpful explanation of the importance of these concepts and how the terms are used.
Kerry Hempenstall covers definitions of phonemic awareness, surveys the research in this area and considers the implications for assessment and teaching.
Professor Gail Gillon has made her complete phonological awareness training programme downloadable for free. Although it is primarily aimed at children aged 5-7 years, I have used parts of it successfully with secondary school students who had difficulties in this area.