in the instructions

Phonemic Awareness
Name
Institutional Awareness
SKILL(s): Phonemic awareness
SOURCE: Hanzl, E. (2014). Increasing Phonemic Awareness in the Pre-School Aged Child: A Parent-Centered, Play Based Approach. New York: Guilford Press. Retrieved https://digitalcommons.library.umaine.edu/cgi/viewcontent.cgi?article=1190&context=honors.
THE ARTICLE (simplified): when parents are placed to play the leading role as instructors of phonemic awareness, they can positively affect a child’s ability to spell and read at a later stage.
FINDINGS: The research focused on the need to include parents as lead instructors when assessing the effectiveness of phonemic awareness on children between birth and five years. Drawing from National Reading Panels and previous researches, the article finds that joint participation (integration of teachers and parents) creates a room for phonemically based phonological awareness among the learners. The research further established that for teaching and learning processes to relate joint participation and phonemic awareness, parents should read texts loudly to help children positively develop their reading and spelling abilities in the future. The article concludes that reading fluency and relating specific words with their personalized meaning is possible if the leading instructor (parent) helps learners understand how the sounds work. The article takes readers through different stages of children’s reading development to help support its thesis statement. This way, the research finds that before teaching and learning processes introduce reading materials, children need to comprehend sounds and meanings attached to specific sound in a word.

The interpretation of this findings is that child’s ability to perform is not related to their general literacy instead, using parents as lead instructors will help them understand specific work of a sound in a word.
REFLECTION: there are two possibilities for the research findings. First, there is a possibility that many learners within the age bracket of birth to five years will develop and comprehend phonemic awareness naturally. However, this process may be less effective and slower when a parent becomes the leading instructor. Secondly, there is a strong relationship between children’s ability to segment different phonemes and their class performance or overall literacy.