Literacy+Resources

=**Literacy**=

Some children have difficulties identifying and processing different sounds withing words (phonemic awareness). Students with difficulties processing these phonemes have been found to have difficulties in reading. This is because it is difficult for these students to pick out the important phonemes and letters in a word from other letter sounds. As a consequence, separating the sounds of speech from whole words into individual phonemes is an abstract concept with no real meaning, and is difficult for the student to comprehend.

Difficulties with phonemic awareness may lead to difficulties in some of the following skills: - idenfication of rhyming words - substituting sounds in words (e.g. changing the "m" in "mat" to "c") - segmentation of sounds in words (e.g. 3 sounds in the word "dish") - blending separate sounds to make up words - linking sounds to letters or letter groups - discrimination of the differences between word sounds

Phonemic awareness is an important language skill, which directly influences the acquistion of word recognition. Phonemic awareness also contributes to the growth of a wide range of vocabulary of words, identified by sight and reading skills.

Phonemic awareness training helps students read words by using sound blending, and by matching sounds with letters and letter combinations. Phonemic awareness is also important in helping to manipulate sound units when spelling, writing, and reading as well. Therefore, it is important to provide some phonological awareness training before formal reading, so it can be more effectively incorporated into later automatic reading process.

[|Kizclub] has activites for phonics and phonemic awareness, which can be used in any primary school classroom. The different activites include: - phonics activites - consonant sounds - vowel sounds - blends/diagraphs - rhymes - work study

Through the different phonics activities, students will be able to develop skills to help them in their reading and writing.


 * References**

Foreman, Phil (Ed.). (2008). Inclusion in Action 2nd Edition. Melbourne, Australia: Cengage Learning Australia Pty Ltd.

Phonics. Retrieved from [|www.kizclub.com/phonicsactivites.com]

Tongue Twisters are a great way to get children to learn sounds, in particular alliteration. Tongue twisters help to discriminate between sounds and encourage articulation which is very important, especially when teaching students who have a learning disability that affects hearing or processing. Below are a few ways to incorporate learning in a fun and easy way! These ideas can be used by parents, teachers and among all students.
 * Tongue Twisters**

[|5 tongue twister games for speech development]
1. To target articulation, select tongue twisters featuring phonemes that are particularly difficult for your child, for example if they have trouble making the hard ‘t’ sound, practice tongue twisters that use that particular alliteration. 2. To bolster confidence, select tongue twisters featuring phonemes your child is particularly good at. To really make them laugh, the adult can recite tongue twisters with phonemes they are bad at! Kids love seeing adults get things wrong. 3. To make a game of it, print out a bunch of tongue twisters, cut them into individual strips, put the strips in a basket, have each player draw one, and award points based on how few repetitions are needed to master it. 4. To work on speed, add a stopwatch to the game and make the player who can recite the twister correctly in the shortest time the winner of each round. 5. To motivate your child, use tongue twisters as "Get Out of Time-Out Free" cards; if your child can recite one correctly, he's sprung.

More fun tongue twisters for children can be found at this website: []

References

Brooks, A. (n.d.) //Tongue Twisters//. Retrieved from []