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Ehri's Phases of Word-Reading (adsbygoogle = window.adsbygoogle || []).push({});Ehri (1996, 2014) conceptualizes word reading development into four phases, prealphabetic, early alphabetic, later alphabetic, and consolidated alphabetic. Each stage illustrates how word-reading develops for typical children between the ages of four and six. The model also demonstrates how phonemic awareness skills and orthographic mapping are crucial foundational skills for children to develop automatic sight word recognition (Moats & Tolman, 2019). The prealphabetic phase is characterized by children not having letter-sound awareness and recognizing words incidentally based on visual features of the word. In the early alphabetic phase, children begin to use some letter-sound correspondence to decode words. Their phonological awareness skills are characterized at the early level where they can break words into syllables, onset-rime, and identify/isolate initial sounds of words. The later alphabetic phase is when children begin to develop automatic sight word recognition and to use letter-sound correspondence. In this phase, they also demonstrate basic phonemic awareness skills of segmenting and blending words with 3-4 phonemes. In the consolidated alphabetic phase, children develop an increasing automatic sight word recognition, orthographic mapping, syllable patterns, morphemes and demonstrate advanced phonemic awareness, including deletion, substitution and reversal of phonemes. To learn even more about Ehri's Phases of Word Reading, read the article below. (adsbygoogle = window.adsbygoogle || []).push({});What is a major instructional focus for students at the consolidated alphabetic phase?When youngsters move to the Consolidated–Alphabetic (C-A) phase, they can can now often read in larger (consolidated) chunks, or units, so their reading is more efficient. The Consolidated phase is also described as orthographic, because readers in this stage begin to focus on spelling patterns.
Which teaching strategy would be most helpful for students who confuse the sounds f and th in their own speech?Which teaching strategy would be most helpful for students who confuse the sounds /f/ and /th/ in their own speech? Have the student look in a mirror while describing and producing each sound.
What types of tasks are primary focus of phonological skills assessment in grades K 1?Phonological awareness skills seem to develop along a continuum from rhyme to segmenting. Typically, students develop the ability to segment words into onset and rime during kindergarten and to segment words into separate phonemes between kindergarten and first grade.
What features separate the past from other phonological skills assessments?A unique feature of the PAST is that the examiner provides corrective feedback for every incorrect item. Feedback on the PAST is based on the assumption that a student is not going to develop phonological awareness skills in the 6–8 minutes it takes to administer this test.
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Do students in ehris prealphabetic phase need instruction in basic oral language skills before manipulating phonemes?
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