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Word Learning and Short-Term Memory

The conclusion to an article I recently read states “the ability to discriminate non-native phonemes is crucial to word learning in a nonnative language.” Nothing new there. I’ve been saying that for years. The research has been there for years. It was an interesting article, however, involving over 100 native English speaking children and 9 […]

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Research has shown that phonemic awareness is the single strongest indicator of a child’s success at learning to read an alphabetic script. Strong phonemic awareness, when used to segment and blend sounds, helps children decode and understand what they are reading. Phonemic awareness allows readers to build another important element of reading: phonics. Phonics (the […]

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This post is about an article I recently read. It is titled: Phonemic Awareness and Reading Comprehension among Japanese Adult Learners of English. It was published in, Open Journal of Modern Linguistics, 4, in 2014 (http://dx.doi.org/10.4236/ojml.2014.44039). The authors are L. Yoshikawa and J. Yamashita.   The purpose of this study was to see whether phoneme […]

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Phonics, phonological awareness and phonemic awareness are often confused. While these terms are related, they’re not the same thing. Here’s a look at what they are and how they work together to get kids ready to read.   Phonological Awareness   Phonological awareness covers many skills. (One of them is phonemic awareness.) It isn’t based […]

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The connection between phonemic awareness and reading is well documented. (There is a list of articles on the topic below).   It is not clear which processes underlie this connection, so researchers are trying to figure it out. An article I recently read used event-related potentials (ERPs) to investigate the speech processing mechanisms for common […]

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Speech perception – the ability to hear the sounds – influences future literacy outcomes in pre-schoolers. That is to say, the ability to recognize, manipulate, and decode phonemes – phonemic awareness (PA) – is critical for reading.   The title of this post and the above quote come from an article I recently read (below). […]

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Phonics is teaching readers to connect the sounds of spoken language to letters. This is NOT the same thing as phonemic awareness. The terms are not interchangeable.    Phonemic awareness (PA) is the ability to hear and manipulate the sounds in spoken words. It involves hearing language at the phonemic level.   Phonics involves the sounds and letters. […]

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  The May / June 2018 edition of The Language Teacher (TLT) had an interesting feature article by Wendy Tada of Hyogo University of Teacher Education. Titled “Understanding Pre-Service Teachers’ Familiarity and Interest in Phonics and Potential Implications,” the article, discusses future English language teachers’ familiarity with phonics, and relates this to the English education […]

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I was talking to a colleague the other day. “I think I finally get what you are talking about,” she said. You might think this would make me happy, but it had the opposite effect. A year or so ago, she attended a presentation I gave, and we have talked about my project a number […]

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It happened again.   Me: My project has to do with phonemic awareness.   Other Person: Phonics.   Me: No, phonemic awareness, not phonics.   OP: (blank look)   Me: Phonics is the sound to letter correspondence. Phonemic awareness is only the sounds.   OP: (blank look with new element of suspicion)   Me: When […]

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