UNIVERSIDAD NACIONAL DE CAJAMARCA

"Norte de la Universidad Peruana"

Facultad de Educación.

SPECIALTY : English.

TEACHER : Mg. Fonseca, Rey.

STUDENTS : Gutiérrez Segura, Flor Claribel.

Sánchez Terrones, Violeta.

TOPIC : Aptitude

COURSE : Theoretical Foundations of English

CICLE : VII

DATE : 09 /10/2018
 PHONOLOGY
Child Phonological Development
Though phonology, or the systematic organization of sounds into language, begins quite early,
children don't really begin to speak in anything that approximates meaningful words until they are
about one-year-old. In this lesson, we'll go through some of the major developmental skills
children acquire and the stages they go through to learn to understand and speak their language.
Major Skills
There are several major phonological skills that all of us acquire as children naturally. These
abilities can't be considered taught, as all children without major cognitive or physical challenges
will acquire them. The particular skills in the following list are acquired in order as they go from
easiest to most difficult.
 Word awareness is the ability to track specific words in a sentence. Most children acquire
this ability between 1.5 and 2 years.
 Understanding rhyme and alliteration: by age 4, most children can understand and
appreciate rhyming and alliteration. Many children's stories utilize these tactics (e.g., Sally
sells seashells by the seashore).
 Syllable awareness: at 5 years old, most children are aware of syllables and are able to
manipulate them in a basic manner.
 Rhyme manipulation: producing a rhyme is far more difficult than understanding one.
This ability tends to be mastered by 5.5 years old.
 Phoneme awareness: this is the most difficult skill in phonological development and is
gained between 6 and 9 years of age. Phoneme awareness is the ability for the child to
manipulate phonemes, the smallest unit of spoken language. For example, a child who has
mastered this skill should be able to mentally alter words by adding or deleting phonemes,
such as changing the /n/ sound in the word rain to an /l/, making rail. It sounds simple to
you, but asking a 5 year old to do this will be a lesson in frustration.

What is phonological (sound) awareness?

Phonological awareness (sometimes referred to as ‘sound awareness’) is the awareness of what

sounds are and how they come together to make words. Skills include the ability to rhyme, segment
words into syllables and single sounds, blend sounds together, identify sounds in different
positions in words and manipulate sounds within words.

a. Phoneme Segmentation:
What are phoneme segmentation skills?
Phoneme segmentation is the ability to break words down into individual sounds.
 For example, the learner breaks the word run into its component sounds
r, u, and n.
b. Why are phoneme segmentation skills important?
Phoneme segmentation is essential in developing writing skills.
 In order to write or type words, students must
 break the word down into its component sounds
 select the letters that represent these sounds.
Phoneme segmentation is an example of a phonological awareness skill.

c. Sample goal for phoneme segmentation skills

The learner will
 listen to a target sound (phoneme) presented orally
 determine the word that begins with the target phoneme
 indicate the word by saying it out loud

d. What is sound blending?

Sound blending is the ability to build words from individual sounds by blending the sounds
together in sequence.
 For example, the learner blends the sounds m, o, m to form the word mom.

e. Why is sound blending important?

Sound blending is essential in reading.
In order to read words, students must
 know the sounds for each of the letters
 then blend these sounds together to determine the word.
Sound blending is an example of a phonological awareness skill.
Instruction in phonological awareness skills supports the acquisition of literacy skills.
Students who have strong phonological awareness skills demonstrate better literacy skills.

f. Sample goal for sound blending skills

The learner will:
 listen to the sounds in a word, presented orally with each sound said slowly (extended
1-2 seconds)
 blend the sounds together in sequence (either out loud or in his/her head)
 determine the target word
 indicate the word by saying it out loud

g. Instructional Task
Here is an example of instruction to teach sound blending:
 The instructor says the word "mom" slowly holding each of the sounds for 1-2 seconds
 “mmmmoooommmm”
 The learner
 listens to the sounds
 blends them together in his/her head
 determines the word
 says the word
Why is phonological (sound) awareness important?

Phonological awareness is an important pre-literacy skill because if there are difficulties in this
area it can often lead to reading and writing difficulties. Children develop phonological awareness
skills in a sequential pattern which is as follows:

 The ability to hear rhymes and alliteration.

 Hearing words in spoken language.
 Hearing syllables in spoken words and then being able to clap out syllables.
 Hearing sounds at the beginning of words and then being able to produce words that begin
with certain sounds.
 Recognizing and identify rhyming words and then being able to produce rhyming words.
 Being able to hear individual sounds in words.
 Being able to blend individual sounds together to make a word (e.g. c_a_t = cat).
 Being able to segment sounds in words (e.g. cat = c_a_t).
 Deleting, substituting and manipulating sounds in words.