什么是Phonemic Awareness、Phonological awareness，与phonics的关系

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All about Phonemic Awareness


It is important to understand what phonemic awareness is and how it impacts the way a child learns to read.　Phonemic awareness concentrates on oral language and precedes phonics instruction.

Phonemic awareness 的训练是在口头上，只需口头能识别音节、音韵、头音、尾音、每一个音素等，上面的视频已经展示了训练的方法。

What Is Phonemic Awareness and Phonics?
Phonemic awareness focuses on the sound units (phonemes) used to form spoken words. Phonics　associates sounds to written symbols (i.e., the alphabet). Together, both forms of instruction help　children develop critical word-recognition skills. Children can then apply the sound–symbol　relationship to read print.

这段说明了两个概念的区别，Phonemic awareness 是集中于口头，能听出口头说出的单词中所包括的音素。只用到了耳、口。Phonics是将声音与书写符号相连，运用声音－符号的关系来读出书面文字，需要用到耳、口，还要用到眼，同时拼写的话，还要手。

Phonemic awareness is essential because children must be able to hear and manipulate oral sound　patterns before they can identify these patterns in print. Reading programs that include systematic　instruction for connecting oral language to print lead to higher achievement in word recognition　and spelling.

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Five Levels of Phonemic Awareness　

音素意识五阶段：从单词中的大单元到最小单元

Rhythm and Rhyme

This level helps children develop stronger auditory discrimination and awareness.　 Level 1　activities give children exposure to and experience with hearing and identifying 　similar　word patterns (sound matching) and listening for and detecting spoken syllables (counting　syllables).

Parts of a Word

This level encourages children to listen for sounds within a word. As children discover　that speech can be broken down into smaller sound units—words to syllables, syllables　to onsets and rimes, and onsets and rimes to phonemes—they begin to blend these　sounds together to form spoken words. Level 2 activities encourage children to identify　onsets and rimes (syllable splitting) and blend individual sounds to form a word　(phoneme blending).

Sequence of Sounds

When children reach level 3, they learn to direct their attention to the specific positions　of sounds within a word. The activities at this level help children identify where they hear　a given sound in a word (approximation) and identify beginning, middle, and ending　sounds in a word (phoneme isolation).

Separation of Sounds

At this level, children are ready to acoustically divide words into separate sounds　or phonemes. 　Level 4 activities help children count the number of phonemes in a　word (phoneme counting) and identify individual sounds within a word (phoneme　segmentation).

Manipulation of Sounds

As children reach this highest level of phonemic awareness, they begin manipulating　sounds within words. The activities at level 5 give children experience substituting　beginning, middle, and ending sounds of a word (phoneme substitution) and omitting　beginning, middle, and ending sounds of a word (phoneme deletion).

天行妈

长篇大段的理论文字没有耐心细看呢，有没有实际如何使用贴的？

天行妈

请楼主在一楼里说一下几楼到几楼有视频，我看到首页全是蝌蚪文，头都大了，觉得不直接，就没有耐心一页一页地看下去了。

hzhzspring

好长，慢慢学习了

瑜珈

天行妈 发表于 2013-6-19 15:31
请楼主在一楼里说一下几楼到几楼有视频，我看到首页全是蝌蚪文，头都大了，觉得不直接，就没有耐心一页一页 ...

谢谢，请无视我吧，因为我发的有关phonics的帖子里都会有英文。

pozaimeijie

这些知识重温一下还是有收获

zheliz

虽然我也看不懂，还是对楼主表达由衷的敬意，也终于明白了为何坛子里这么多牛蛙了。
佩服，佩服，佩服。。。

chy0707

学习了,谢谢

selinazhu

太高深，我好多看不懂呀，瑜珈版主