Blending and Segmenting Sounds to Instill Phoneme Awareness

One activity is segmenting sounds and then blending them together using both real words and nonsense words. This activity gives students practice manipulating phenomes and is consistent with the research supporting stimulation of both posterior processing systems (McCandliss, Cohen, & Dehaene, 2003).

Another activity is oral blending and segmenting paired with letters. This process may help students practice the alphabetic principle (the establishment of a correspondence between a phoneme and a written symbol). Here is an example of segmenting: “Say the first sound in ‘run,’ then say each sound separately. Say the word without the /n/ sound. Say ‘run’ without the /r/ sound.” An example of blending would be: “Say ‘ap’. Put /n/ in front of ‘ap’ and say the new word, ‘nap.’ ” Using individual blackboards or dry-erase boards with teacher modeling on a large dry-erase board makes blending and segmenting a fun writing/reading activity. Body or hand movements make auditory tasks more visible and have the potential to stimulate multiple sensory intake areas for greater memory and connection to learning style preference (especially for kinesthetic learners). For example, after fi rst modeling the activity, ask students to open/close hands or take a step forward or backward when they hear individual sounds in words you say as you put vocal emphasis on the phonemes.


Folksonomies: teaching literacy reading

/technology and computing/hardware/computer components/sound cards (0.504733)
/art and entertainment/music (0.371945)
/hobbies and interests/reading (0.342484)

Instill Phoneme Awareness (0.945787 (positive:0.952581)), large dry-erase board (0.783569 (positive:0.710692)), posterior processing systems (0.776299 (neutral:0.000000)), multiple sensory intake (0.693190 (positive:0.558182)), oral blending (0.654991 (positive:0.833406)), dry-erase boards (0.564735 (positive:0.710692)), nonsense words (0.530874 (positive:0.952581)), alphabetic principle (0.513534 (neutral:0.000000)), real words (0.513053 (positive:0.952581)), fi rst (0.510502 (neutral:0.000000)), kinesthetic learners (0.506840 (positive:0.543651)), individual blackboards (0.488829 (positive:0.710692)), students practice (0.485696 (neutral:0.000000)), auditory tasks (0.473866 (positive:0.558182)), style preference (0.473405 (positive:0.558182)), /r/ sound. (0.472190 (negative:-0.203555)), /n/ sound (0.466022 (neutral:0.000000)), hand movements (0.462032 (positive:0.558182)), activity (0.461007 (positive:0.832226)), vocal emphasis (0.459881 (neutral:0.000000)), new word (0.459500 (positive:0.390166)), teacher modeling (0.457949 (positive:0.710692)), greater memory (0.457443 (positive:0.558182)), individual sounds (0.450722 (neutral:0.000000)), example (0.390259 (positive:0.465050)), phenomes (0.299267 (neutral:0.000000)), Dehaene (0.298316 (neutral:0.000000)), McCandliss (0.293229 (neutral:0.000000)), ‘run (0.292097 (neutral:0.000000)), phonemes (0.275685 (neutral:0.000000))

Dehaene:Person (0.904591 (neutral:0.000000)), Cohen:Person (0.821488 (positive:0.506809))

Phoneme (0.983204): dbpedia | freebase | opencyc
Orthography (0.923179): dbpedia | freebase
Sense (0.660053): dbpedia | freebase
Morpheme (0.600951): dbpedia | freebase
Portmanteau (0.578604): dbpedia | freebase
International Phonetic Alphabet (0.548388): dbpedia | freebase | yago
Kinesthetic learning (0.543107): dbpedia | freebase
Sound (0.515571): dbpedia | freebase | opencyc
Education (0.513668): dbpedia | freebase | opencyc
Hearing (0.485229): dbpedia
Phonetics (0.483350): dbpedia | freebase | opencyc
Allophone (0.479501): dbpedia | freebase
Phonemic orthography (0.474425): dbpedia | freebase
Digraph (0.457832): dbpedia | freebase | yago
Whiteboard (0.450340): dbpedia | freebase | opencyc | yago
Word (0.449495): dbpedia | freebase
Nonsense (0.437111): dbpedia | freebase
Stimulation (0.435913): dbpedia | freebase
Ear (0.429538): dbpedia | freebase | opencyc
Activity (0.428625): dbpedia
Sensory system (0.428588): dbpedia | freebase
Microsoft Word (0.425207): website | dbpedia | freebase | opencyc | yago

 Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension
Books, Brochures, and Chapters>Book:  Willis, Judy (2008), Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension, Retrieved on 2017-06-20
Folksonomies: education reading