Phonological awareness develops along a multidimensional
continuum (Phillips, Clancy-Menchetti, and Lonigan 2008),
which should be considered when designing a sequence
of instruction. Generally, children learn to attend to and
manipulate larger units before smaller units. Although less a
phonological than a meaningful unit of speech, the concept
of word is learned (as demonstrated when children count the
number of words in a spoken sentence, for example). The
general progression of phonological skills, from least to most
difficult, is as follows (NGA/CCSSO 2010a, Appendix A):
- Rhyme recognition
- Repetition and creation of alliteration
- Syllable counting or identification
- Onset and rime manipulation
- Phoneme manipulation
In addition, sound units can be manipulated a number of ways. The general progression, from least to
most difficult, is as follows:
- Sound unit identity
- Sound unit isolation
- Sound unit blending
- Sound unit segmentation
- Sound unit addition
- Sound unit substitution
- Sound unit deletion
The most important among these are phoneme blending and segmentation.
Finally, the type of sounds determines the ease or difficulty with which they can be identified and
manipulated. For example, continuous sounds (e.g., /m/ and /s/) are generally easier to segment and
blend than stops (e.g., /p/ and /t/) because the former can be exaggerated (e.g., /mmmmm/) without
the addition of a sound (e.g., /puuhh/).
Instruction should be sequenced in accordance with these progressions; however, teachers
recognize that children do not necessarily develop phonological skills in this order. They may be able
to isolate the initial phoneme in their names, for example, before they are able to engage in other
typically easier skills. Teachers provide direct instruction
in phonological awareness as well as a language rich
environment that includes frequent explicit play with sounds
through songs, games, and books. They are responsive to
children’s spontaneous manipulations of sounds. They monitor
children’s progress closely, especially through formative
assessment, and provide additional support and carefully
tailored instruction to individuals as needed. Some children
benefit from explicit attention given to the place and manner
of articulation of phonemes; that is, they learn about where
and how sounds are made in the mouth (Castiglioni-Spalten
and Ehri 2003).
Phonological awareness
develops along a
multidimensional continuum,
which should be considered
when designing a sequence
of instruction.Teachers provide direct
instruction in phonological
awareness as well as a
language rich environment
that includes frequent explicit
play with sounds through
songs, games, and books.Transitional Kindergarten to Grade 1 Chapter 3 | 155