2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
6/19/2018 | 8:30 AM - 9:25 AM | Phonemic Awareness for Older Students: Why it Matters and What it Looks Like | Cascade B
Phonemic Awareness for Older Students: Why it Matters and What it Looks Like
Multiple researchers have concluded that as many as one of every ten adolescents has serious difficulties in identifying words, a problem that often stems from a phonological awareness deficit. And, because most universal screening tools do not assess beyond phoneme segmentation, phonemic awareness instruction often stops once students are able to successfully segment single-syllable words. As a result, once students move beyond kindergarten and early first grade, phonemic awareness issues tend to fall under the radar. This practice is often an underlying factor in the lack of response to intervention for older students: a deficit in higher-level phoneme analysis skills is restricting their growth in word-reading skills. Unless this deficit is resolved, accurate, fluent decoding and comprehension will continue to be elusive. The key for these students is to provide phoneme analysis instruction. During this interactive and engaging session, participants will be guided through the process of embedding critical phonemic awareness instruction into a phonics lesson plan that is appropriate for students in second grade and beyond. Participants will leave with strategies for integrating phoneme analysis and word level instruction.
- Participants will develop a clear understanding of how student deficits in phoneme manipulation restricts growth in word reading skills.
- Participants will experience how adding this component to a systematic phonics lesson plan, strengthens and multiplies word learning opportunities.
- Participants will leave with a plan for how to embed phonemic awareness work within word learning instruction.
Presentation:
This presentation has not yet been uploaded.
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Karen Kemp
(), 95 Percent Group Inc., kkemp@95percentgroup.com;
Administrative Coordinator -- plans and coordinates events for 95 Percent Group
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Kris Heckman
(), 95 Percent Group Inc., kheckman@95percentgroup.com;
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Judie Caroleo
(), 95 Percent Group Inc., jcaroleo@95percentgroup.com;
Judie Caroleo is a 95 Percent Group Client Manager. Before joining 95 Percent Group, Judie was Director of Instruction at the Reading ASSIST® Institute and has more than 20 years of experience in classroom instruction, program development, implementation, assessment, and professional development. Judie is a certified trainer for LETRS® and Next STEPS in Literacy Instruction. Prior to her current position, she played a key role in implementing research based instruction in elementary classrooms in New Jersey, where she served as a Classroom Interventionist from 1992 to 2003. Judie supported the implementation of multiple RTI initiatives in Delaware, New Jersey, Maryland, and Pennsylvania.
ASHA DISCLOSURE:
Financial -
Nonfinancial -