TEACHING PHONEMIC AWARENESS TO GRADE ONE PUPILS THROUGH

VIDEOBLOGGING

A Research Proposal
College Of Teacher Education
Lucban, Quezon

In Partial Fulfillment of the Requirements for the

Master Degree of Elementary Education

Presented by:
MARY GRACE P. JIMENEZ
Rationale

Teaching children to manipulate the sounds in language helps all types of readers learn to
read. Phonemic awareness and letter knowledge have been identified in several research studies
(Anderson, Hiebert, Scott, & Wilkerson, 1985; Adams, 1990; Snow, Burns, & Griffin, 1998) as
the two key indicators of how well children will master beginning reading skills during the first
two years in school. Because it plays such a vital role in forming the foundation of reading
development, phonemic awareness is the first thread in the tapestry of reading. Phonemic
awareness is the ability to hear and manipulate phonemes, which are the smallest part of a
spoken language. Phonemes are the element of language that allows discrimination and make a
difference in the meaning of a specific word. In the English language, it is generally accepted
that there are anywhere from 41 to 51 phonemes in spoken speech. While there are words with
only one phoneme such as I or a, most words have more than one phoneme. More than one letter
(such as in the phonemes “bl” or “ch”) can also represent phonemes. Phonemes with more than
one letter are usually referred to as blends, diphthongs, or digraphs depending on their
composition.
Instruction in phonemic awareness involves helping children examine and manipulate
phonemes in spoken syllables and words. The ability to recognize that words are made up of
discrete sounds and that these sounds can be changed is essential to success in learning to read
(Lundberg, Frost, & Petersen, 1988; Hoffman, Cunningham, Cunningham, & Yopp, 1998).
Beginning readers must also be able to make the connection that words are made up of sounds
and that sounds are made up of letters and letter combinations (Gunning, 1996). This
understanding is the foundation on which to build solid reading skills.
One of the major components that determine a child's readiness to learn to read is his or
her understanding of how the sounds work together. Children learn that words are made up of
individual phonemes that help to make one word distinguishable from another word. Phonemic
awareness is this ability to take words apart, to put them back together again, and to change them
to something else. It is a foundational skill around which the rest of the threads of reading are
woven.
In addition to understanding sounds, a child also needs to understand the concept of a
word, how the position of a word (first word or last word) makes a difference in a sentence, and
that words consist of individual letters. Children must also understand that letters have positions
in words (first letter, middle letters, or last letter) and that some of these letters form syllables.
Some ways to help students develop their phonemic awareness abilities are through various
activities that identify phonemes and syllables, sort and classify phonemes, blend phonemes to
make words, break apart words into their various components, and interchange phonemes to
make new words.
Objectives:

1. To inquest on the Phonemic Awareness of Grade 1 Pupils.

2. To develop video blogs that will improve the Phonemic awareness of selected grade
one pupils.

3. To evaluate the acceptability of video blogs in Phonemic Awareness of selected grade

1 pupils in terms of:

3.1 Originality
3.2 Content

Related Literature

With little or no direct instruction, almost all young children develop the ability to
understand spoken language. While most kindergarten children have mastered the complexities
of speech, they do not know that spoken language is made up of discrete words, which are made
up of syllables, which themselves are made up of the smallest units of sound, called "phonemes."
This awareness that spoken language is made up of discrete sounds appears to be a crucial factor
in children learning to read.
Adams,1 describes 5 levels of phonemic awareness in terms of abilities: to hear
rhymes and alliteration as measured by knowledge of nursery rhymes, to do oddity tasks
(comparing and contrasting the sounds of words for rhyme and alliteration), to blend and split
syllables, to perform phonemic segmentation (such as counting out the number of phonemes in a
word), to perform phoneme manipulation tasks (such as adding, deleting a particular phoneme
and regenerating a word from the remainder). Educators are always looking for valid and reliable
predictors of educational achievement. One reason why educators are so interested in phonemic
awareness is that research indicates that it is the best predictor of the ease of early reading
acquisition, better even than IQ, vocabulary, and listening comprehension.
Phonological awareness is not only correlated with learning to read, but research
indicates a stronger statement is true: phonological awareness appears to play a causal role in
reading acquisition. Phonological awareness is a foundational ability underlying the learning of
spelling-sound correspondences.2 Although phonological awareness appears to be a necessary
condition for learning to read (children who do not develop phonological awareness do not go on
to learn how to read), it is not a sufficient condition.
Once beginning readers have some awareness of phonemes and their
corresponding graphic representations, research has indicated that further reading instruction
heightens their awareness of language, assisting then in developing the later stages of phonemic
awareness mentioned above. Phonemic awareness is both a prerequisite for and a consequence of
learning to read.3
Yopp4 presented a similarly brief assessment instrument and offers detailed
evidence for its validity and reliability. Phonological awareness and its role in beginning reading
has the potential to confound supporters at both extremes of the whole language vs. phonics
"debate" over reading instruction. Regardless of instructional technique, phonological awareness
is an essential element for reading progress.
In another study, Griffith et al.,5 found that children with high phonemic
awareness outperformed those with low phonemic awareness on all literacy measures, whether
they were taught using a whole language approach or traditional basal instruction. Whole
language advocates need to admit that not all children develop this necessary ability simply
through immersion in a print-rich environment and that some children will need direct
instruction in phonological awareness. "Phonics first" supporters (and perhaps even "phonics
only" supporters) need to admit that teaching students letter-sound correspondences is
meaningless if the students do not have a solid visual familiarity with the individual letters and if
they do not understand that the sounds (which can be complex, shifting, and notoriously rule-
breaking) paired with those letters are what make up words .
What is needed, and what many practitioners probably already actually
implement, is a balanced approach to reading instruction--an approach that combines the
language- and literature-rich activities associated with whole language activities aimed at
enhancing meaning, understanding, and the love of language with explicit teaching of skills as
needed to develop fluency associated with proficient readers. Honig, 6 offers a review of reading
research supporting such a balanced approach and presents detailed guidelines on how to
integrate whole language principles with the necessary foundation reading skills.
Research indicates that phonological awareness can be taught and that students
who increased their awareness of phonemes facilitated their subsequent reading acquisition.
Teachers need to be aware of instructional activities that can help their students become aware of
phonemes before they receive formal reading instruction, and they need to realize that phonemic
awareness will become more sophisticated as students' reading skills develop.
Spector,7 listed the following recommendations for instruction in phonemic
awareness: at the preschool level, engage children in activities that direct their attention to the
sounds in words, such as rhyming and alliteration games, teach students to segment and blend,
combine training in segmentation and blending with instruction in letter-sound relationships,
teach segmentation and blending as complementary processes, systematically sequence examples
when teaching segmentation and blending and teach for transfer to novel tasks and contexts.
Yopp,8 offers the following general recommendations for phonemic awareness
activities: keep a sense of playfulness and fun, avoid drill and rote memorization, use group
settings that encourage interaction among children, encourage children's curiosity about language
and their experimentation with it, allow for and be prepared for individual differences, make sure
the tone of the activity is not evaluative but rather fun and informal.
Spending a few minutes daily engaging preschool, kindergarten, and first-grade children in oral
activities that emphasize the sounds of language may go a long way in helping them become
successful readers and learners.
Moustafa,9 explained that phonemic awareness is not phonics. Phonemic
awareness is an understanding about spoken language. Children who are phonemically aware can
tell the teacher that bat is the word the teacher is representing by saying the three separate sounds
in the word. They can tell you all the sounds in the spoken word dog. They can tell you that, if
you take the last sound off cart you would have car. Phonics on the other hand, is knowing the
relation between specific, printed letters (including combinations of letters) and specific, spoken
sounds. You are asking children to show their phonics knowledge when you ask them which
letter make the first sound in bat or dog or the last sound in car or cart. The phonemic awareness
tasks that have predicted successful reading are tasks that demand that children attend to spoken
language, not tasks that simply ask students to name letters or tell which letters make which
sounds. Recent longitudinal studies of reading acquisition have demonstrated that the acquisition
of phonemic awareness is highly predictive of success in learning to read - in particular of
successful reading acquisition.
Research shows that all proficient readers rely on deep and ready knowledge of
spelling-sound correspondence while reading, whether this knowledge was specifically taught or
simply inferred by students. Conversely, failure to learn to use spelling/sound correspondences to
read and spell words is shown to be the most frequent and debilitating cause of reading
difficulty. Many children learn to read without any direct classroom instruction in phonics. But
many children, especially children from homes that are not language rich, do need more
systematic instruction in word-attack strategies. Well-sequenced phonics instruction early in the
first grade has been shown to reduce the incidence of reading difficulty even as it accelerates the
growth of the class as a whole. Given this, it is probably better to start all children, most
especially in high-poverty areas, with explicit phonics instruction. Such an approach does require
continually monitoring children's progress both to allow those who are progressing quickly to
move ahead before they become bored and to ensure that those who are having difficulties get
the assistance they need.
Sulzby and Teale,10 noted that while phonological awareness has long been tied to
research and practice in the teaching of phonics and other decoding skills, it has been neglected
in emergent literacy due to the tendency to view phonological awareness research as traditional
and bottom-up theory.
One of the most important foundations of reading success is phonemic awareness.
Phonemes are the basic speech sounds that are represented by the letters of the alphabet, and
phonemic awareness is the understanding that words are sequences of phonemes. Phonemic
awareness is demonstrated by the ability to identify and manipulate sounds within spoken words.
Children can learn to assemble phonemes into words as well as break words into their phonemes
even before they are writing letters or words. Giving children experience with rhyming words in
the preschool years is an effective first step toward building phonemic awareness. Hearing
rhymes, and then producing rhymes for given words, requires children to focus on the sounds
inside words.
Rhyming activities initiate phonemic awareness. The reading and rereading of
books with clear, simple rhymes offer abundant and fun opportunities for direct instruction in
rhyming and the beginnings of phonemic awareness.
Phonemic awareness is an insight about oral language. There is evidence to
suggest that the relation between phonemic awareness and learning to read is reciprocal:
phonemic awareness supports reading acquisition, and reading instruction and experiences with
print facilitate phonemic awareness development.
Research Paradigm

Input

Needs of target respondents

Background information of pupils
Level of phonemic awareness of the pupils

Process

Construction of the questionnaire

Administration of he questionnaire
Analysis of data gathered

Output

Perceived positive and negative effect of teaching phonemic

awareness to Grade 1 pupils through Videoblogging
Explanation:

The presented research paradigm show the different stages (Input, Process, and Output)
which lead to the perceived effects of teaching Phonemic Awareness to Grade One Pupils
through Videoblogging. Input guided the researcher in determining the perceived effects of
Phonemic Awareness to Grade One pupils through Videoblogging. This contains the needs of
target respondents, background information of pupils and the level of phonemic awareness of
Grade one pupils. Process refers to the step followed by the researcher in developing and
validating the thesis, this contains the construction of the questionnaire, administration of the
questionnaire and analysis of the data gathered. After several process, positive and negative
effects of teaching Phonemic Awareness to Grade One Pupils through Videoblogging.

References:

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(Unpublished Master’s Thesis, Bicol University Graduate School, Legazpi City, 1999).

Teresita M. Mirandilla, “The Language Learning Styles of Grade VI Pupils; Basis for a
Proposed Development Reading Activities (Unpublished Master’s Thesis, Bicol
University Graduate School, Legazpi City, 1998).

ibid p. 96
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School (Unpublished Master’s Thesis, Bicol University Graduate School, Legazpi City,
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ibid. p. 133

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174- 177 as cited by Dianne Lapp and James Flood. Teaching Reading to Every
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http://www.ericdigest.org/1998-3/reading.htm/ Feb.18, 2008.

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