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 This Video Link: https://youtu.be/1MiYRFTWxxQ ============================================================== Helping young children develop phonemic awareness early on is one of the keys for children to develop exceptional reading and writing skills once they begin attending schools. Did you know that studies have indicated that phonemic awareness is the single best predictor of reading success for young children once they begin school? In fact, studies have found that phonemic awareness is far better than IQ at predicting the reading and spelling abilities of young children. Most people  know about phonics, and what it is; however, far fewer people know what phonemic awareness is. In short, phonemic awareness is the ability to hear, identify, and work with the phonemes. For example, /d/, /o/, and /g/, are the individual sounds of the word "dog". Please note, the letters enclosed in the slashes denotes the sound of the letter, and not the name of the letter. Phonemes are the smallest units of individual sounds that form a word. Phonemic awareness is not something you're born with, and it is an ability that's gained through repeated exposure to listening, speaking, and reading. As parents, there are many different strategies you can use to help your children develop phonemic awareness such as playing simple word segmentation or oral blending games. Like most parents, we (my wife and I) read bedtime stories before we put our children to sleep, and one of the best strategies that we like to use to teach phonemic awareness to our children, is to mix in word segmenting and oral blending when we read bedtime stories for our kids. This is an exceptional method, because it doesn't take any extra time or effort, since reading bedtime stories is something you already do. So, here's how to go about it. Let's say that you're reading a nursery rhyme "Jack and Jill": Jack and Jill went up the hill To fetch a pail of water. Jack fell down and broke his crown And Jill came tumbling after. Instead of reading each word straight through the rhyme, you can randomly mix in oral blending on various words in the rhyme. Please note: instead of using slashes "/" to denote phonemes, we'll simply use hyphens to make it easier to read. So, let's assume that your child is very young, perhaps 2, 3, or 4 years old, and you want to start helping them develop some phonemic awareness. You can read Jack and Jill like so: J-ack and J-ill went up the h-ill To fetch a p-ail of water. J-ack fell down and broke his crown And J-ill came tumbling after. As you can see, when you read the rhyme, you simply make an effort to separate several of the first letters sounds from the words, such as /J/ from "ack", and /J/ from "ill". As your child begins to grasp the concept of individual sounds making up words, you can slowly increase the difficulty by breaking down each word further. For example: Jack J-ack J-a-ck Repeated exposure of this type of word segmenting and oral blending will slowly help your child develop a sense and an understanding that each word is made up of individual sounds - in other words, you are teaching phonemic awareness to your children during bedtime stories without them even knowing that they are being taught to! Click the link to for a simple, step-by-step program that can help your child learn to read, and watch a video of a 2 year old child reading https://rb.gy/qkhqwc

 This Video Link: https://youtu.be/pIVJjGdLrEk ============================================================== Teaching your baby to read is becoming more and more high priority for parents now as it becomes clear that learning to read at a young age offers numerous advantages for the child once he or she begins school. Studies have consistently found that teaching a baby to read and helping children develop phonemic awareness well before entering school can significantly improve their development in reading and spelling. However, when it comes to teaching babies to read, there are two main teaching methods. These two main methods of teaching a baby or child to read are the whole language method, and the phonics and phonemic awareness method (the phonetic approach), which should be the preferred teaching method in helping children learn to read. Some prefer the whole language method, while others use the phonics approach, and there are also educator that use a mix of different approaches. With the Look-say approach of whole language learning, a child begins with memorizing sight words, and then taught various strategies of figuring out the text from various clues. The whole language method produces inaccurate and poor readers compared to students of the phonetic approach. Using the whole word approach, English is being taught as an ideographic language such as Chinese. One of the biggest arguments from whole-language advocates is that teaching a baby to read using phonics breaks up the words into letters and syllables, which have no actual meaning, yet they fail to acknowledge the fact that once the child is able to decode the word, they are able to actually READ that entire word, pronounce it, and understand its meaning. So in practicality, it's a very weak argument. English is an alphabetic system, and unlike Chinese, it is not an ideograph like Chinese characters, and should not be taught using an ideographic approach. I always say that if your baby can speak, then you can begin to teach your baby to read. I won't mention any names here, but I think most parents are probably aware of one very popular "reading" program, which is a whole word approach. Using this method, your baby simply learns to memorize the words without actually reading the words. There is no scientific evidence to suggest that teaching your baby to read using the whole word approach is an effective method. In fact, there are large numbers of studies which have consistently stated that teaching children to reading using phonemic awareness is a highly effective method. Teaching phonemic awareness to children significantly improves their reading more than instruction that lacks any attention to phonemic awareness. - statement made by the National Reading Panel [1] I do think that the debate on the effectiveness of teaching a baby to read using either the whole language or phonics method is settled by the statements made by the National Reading Panel. They reviewed over 1,960 different studies to make their conclusions. In fact, while my wife was pregnant with our first child, I began doing extensive research on the subject on how to teach my baby to read - after birth, of course. Like most parents I also came across the popular whole word teaching approach being heavily marketed. Seeing the infomercials got me quite excited actually, seeing the babies on TV "reading". But after trying it out, it occurred to me that the our baby wasn't actually "reading", but actually "memorizing", and I thought to myself, how are my children supposed to read newer, and more complicated words as they grow older without an appropriate method of decoding those words? This is where my long and extensive research into phonics and phonemic awareness began. After many hours of research and learning as much as I could, I felt comfortable enough with our simple phonemic awareness teaching method, that my wife and I began giving brief 3 to 5 minute lessons to our daughter, aged 2 years and 8 months. Within just a few short weeks, her reading ability (and I mean actual reading ability, not memorization) was astounding, even for me as the parent who gave the reading instructions. Friends and family alike, were simply flabbergasted at what our daughter was capable of reading at just 2 years and 11 months. Please watch the video above, composed of clips of her reading randomly created sentences for reading fun. I simply can't imagine this kind of progress possible with the whole word approach - just think of the tens and hundreds of words a young child would have to memorize!

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 Phonemic Awareness Research 

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