How may early intervention of phonological awareness impact a child’s reading abilities?

1. What is phonological awareness?
2. How do normal developing children learn to read compared to abnormal children?
3. Have there been any proven studies on phonological awareness and its relationship on early reading skills?
4. At what ages are children exposed to phonological awareness?
5. What are some types of phonological awareness?
6. How can parents incorporate phonological awareness in their child's life?
7. How can teachers incorporate phonological awareness in their classrooms?
8. How many children in the United States have been exposed to phonological awareness prior to the age of five?

Tentative Point

Early intervention of phonological awareness skills can positively impact a child's reading ability.

Genres I plan to include:

1. Webliography
2. Power Point Presentation
3. Poem
4. Letter to Parent (clinician voice)
5. Interview transcript (client voice/clinician voice)
6. Email Exchange (parent voice/clinician voice)
7. Unifying Genre

Rationales for each genre:

I chose to write a letter to the parent because I feel this would be a good way to practice my clinician voice. By writing this letter, I will be able to use laymen's terms to effectively express ideas to the parent.

I chose to do an interview transcript because this will allow me to look ahead and think about what questions and concerns my client may have. This will also give me a chance to think about how I will respond to their questions.

I chose the email exchange because I figured that as technical as our society is today, this might be the most effective way to reach parents with busy schedules. This will give me practice communicating in a new way as opposed to the traditional paper and pencil method.

I think the best way for me to integrate my genres would be through a story. By writing a story the genres I chose could share the same topic/concerns and be easier to follow. I think it would be neat to see what questions/concerns may arise through out the story.

Tentative Resources:

Owens, Robert E. Jr. (2001). Language Development An Introduction (Fifth Edition). Massachusetts: Allyn and Bacon.

Visual: 7
Aural: 2
Read/Write: 2
Kinesthetic: 5

You have a mild Visual (V) learning preference.

These are my scores from the VARK. I have always felt that I was a visual learner because I would watch people do things and then go try it myself. Therefore, these results were not surprising to me. I feel that the results were very accurate for me because I don't do as well when I don't have a mental picture of what I should be doing. This was a fun activity I enjoyed it!

For as long as I remember I have always wanted to be a learner. I remember trying to learn how to tie my shoes, I was always very independent and wanted to do things on my own. While growing up, I always wanted to observe someone do something and then I would take it from there. I attempted to do things relying only on my observations as a teacher and when the outcome wasn’t quite what I expected, I would go back and ask questions to guide me to the right conclusion. Most of the time I was successful in learning this way because I would evaluate what I saw, then I would find a process that was easier for my thinking and me but had the same results. I always thought there was more than one way to do things, like riding a bike, everyone would probably tell you a different way or technique they like best. I know there is only one way to count and each step is required in a particular order when using the scientific method. However, people think differently and it is okay to organize your thoughts in different ways and still be able to learn. Sometimes when learning I experience disconnections, for example, when I am taking in a lot of new information, things may seem overwhelming and it seems like my whole mind just shuts down. Although, I notice the more familiar I am with the material the easier it is for me to learn new concepts and ideas. At times, I can’t see the forest for the trees and I tend to read too far into things instead of just taking a breath and keeping my mind open to any possibility. I feel these habits have impeded my learning to some degree. I still learn things but sometimes the learning occurs after I’ve been assessed on it, then I feel cheated because I knew the material I just didn’t apply it. When learning I get excited when I understand things, especially when I understand them well enough to talk and write about them. This excites me so much it makes me want to learn more and more. On the other hand, learning can be very stressful for me. I feel I have always been a good student and I expect nothing less of myself. Overall, I think I bring a lot of the tensions of learning upon myself because I want things to be perfect and this causes me spend what seems to be endless hours on projects that only take others an hour or two. I am trying harder to just go with the flow and put all of my thoughts into my work without worrying if it is right or wrong, as long as my thinking supports the idea on topic.