Podcasts about phonemic

Ever feel overwhelmed trying to figure out the right way to teach your child to read? You're not alone—and this week's episode is here to bring you clarity and encouragement.Leslie Nunnery sits down with Melissa Jenkins, founder of Little Shoes Academy, to talk about the science of reading—what it is, why it matters, and how you can confidently use it in your homeschool.Melissa brings wisdom, practical tips, and a heart for helping families succeed. If you're teaching little ones at home—or planning to—you don't want to miss this one. Meet the Guest: Melissa Jenkins holds a Masters Degree in education and is currently working with children who are Deaf/Hard of Hearing in a public school district. She spent years at the University of Arkansas at Little Rock in the College of Education, focusing on teaching future educators. She has homeschooled her own children, who are now grown, and is dediyto helping the next generation of early learners. Key Takeaways: The science of reading is crucial for effective literacy education.Phonemic awareness is as important as phonics in early reading.The Mississippi Miracle showcases the success of the science of reading.95% of children require explicit instruction to learn to read.The five pillars of reading include phonemic awareness, phonics, fluency, comprehension, and vocabulary.Balanced literacy methods are often ineffective for teaching reading.Parents can support reading education through systematic and explicit teaching.Playing sound games can enhance children's phonemic awareness.Little Shoes Academy offers valuable resources for early learners.Homeschooling parents have the heart and intention to teach effectively. https://youtu.be/t6RIdpzxCSU Additional Resources: Click HERE to find out more about Little Shoes Academy Find out more about TTD365 and find encouragement all year long!

→ 20% off Duncan and Stone's keepsake journals→ Prayer Calendar→ Our book recommendationsLearning to read is one of the most pivotal milestones in a child's life—and yet, it's often clouded with pressure, comparison, and confusion. On this episode, we explore what it really means to be “reading ready” by drawing from research-backed methods, personal parenting experiences, and biblical principles. We'll help you understand how to foster early literacy in a way that honors both the child's pace and God's design. With insights on vocabulary development, phonics, phonemic awareness, comprehension, and even the fourth-grade slump, this conversation equips parents with practical tools and the reassurance to trust the process—while never losing sight of the joy of reading and the power of God's Word.Episode Highlights:[00:00:00] – Introduction: Why reading matters and how it shapes lifelong success[00:06:00] – Proven strategies for reading readiness: Language-rich environments and daily life learning[00:13:00] – Breaking down the components of reading: Phonemic awareness, phonics, fluency, comprehension[00:18:00] – Understanding the fourth-grade slump: How vocabulary impacts academic success[00:25:00] – Tips for reluctant readers: Observing interests and introducing engaging materials3 Takeaways:Reading is a developmental process that unfolds naturally over time - Parents are encouraged to resist comparison and pressure, instead creating rich, contextual environments where children can grow at their own pace—supported by love, conversation, and daily experiences.Vocabulary is the single greatest predictor of long-term reading comprehension and academic success - From infancy through early elementary years, exposing children to diverse, rich language—through conversation, books, songs, poetry, and storytelling—is essential.Reading readiness is not just about decoding words. True literacy includes phonemic awareness, phonics, fluency, vocabulary, and comprehension - These components are best developed through daily living, joyful interaction, and exposure to meaningful content, especially scripture and high-quality literature.Please send us your questions if you'd like to have them discussed on the podcast: themindofachildpodcast@gmail.com The Mind of a Child is an early child development podcast that exists to encourage and equip parents to raise their kids to love God and love others. If you're looking for Biblical principles, practical parenting solutions, and science-backed research, our discussions are specifically tailored for you. Our hosts are Leslie Dudley Corbell and Diane Doucet Matthews, who each have a combined 50+ years of experience in the early child parenting space.

I want to share with you essential building blocks that can help your students move from letters to reading CVC words.  Before we begin, let's start with some vocabulary we'll use during these show notes today. Phonemic awareness - the ability to blend, segment, and manipulate phonemes.  This is oral and doesn't involve letters or print. Phonemes - our smallest units of sound. Alphabetic principle - taking the sounds and connecting it to written letters.   The Checklist That Students Need Before Reading CVC Words These foundational skills must be in place if we want to support our students efficiently. Letter name knowledge - They have to be able to look at the letter and know the name and sound of that letter. Automaticity - Simply knowing their sounds isn't enough.  Students must be able to say their letter sounds automatically, which is what will help them blend and decode words. Phonemic awareness - blending and segmenting is critical for our students. FULL SHOW NOTES HERE

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Welcome to our National Literacy Month series of podcasts, presented in partnership between the Be Podcast Network and Reading Is Fundamental (RIF).How schools have turned off millions of kids from loving reading. “We escaped a train wreck because of my son”Balanced Literacy 3-cueing. Explicit and systematic way to sound out words. Kenneth Goodman - founder of whole language, which is what balanced literacy is based on. Observational study on how children learn to read. National Reading Panel - convened by congress in late 1990s. Emily Hanford - Sold a Story PodcastWhy don't we have computers teaching our kids to read. Kids just press buttons.Teaching a child to read is remarkably easyTeaching a child who has been taught incorrectly to read is not easy. Samuel Orton - Orton Gillingham method of teaching reading. Is it the child, or is it us? Phonemic awareness is not an inheritable trait, it's a skill that can be taught. Do you teach or let the child discover on their own? Teach the basic skillsSteps To ReadingPlease add your bio here: Today, Irene Daria is a cognitive developmental psychologist and reading tutor to the stars, including the children of Kate Winslet, Tom Brady and Cate Blanchett. At the time of this story, she was a graduate student and "just" a mom thrilled that her son had been accepted to one of the most esteemed schools in Manhattan. Sure that he was on the path to a venerable education, she did not listen when her 5-year-old told her that he-like millions of other children-was not being taught how to read in school.An entire, very painful school year passed before Eric got her to realize he was right. Follow along as Daria begins a perplexing but ultimately empowering journey to save his academic life. She finds herself pitted against well-intentioned teachers and administrators she would have loved to trust if only they weren't so misinformed. The more Daria tries to get the school to see that it-like tens of thousands of other schools across the country is teaching reading all wrong, the more the school insists there is something wrong with her child and not with its teaching.Although / Didn't Believe Him is about a disturbing topic, it is a joy to read. Its pages overflow with the tenderness and love a mother has for her child and the trust a child has that his mother will make everything right. In addition to sharing her personal story, Daria takes you behind closed doors at a top-rated school to witness how flawed teaching methods are causing millions of kids to struggle with reading. You will see how a child's struggles in school affect the entire family. In an entertaining who-dun-it way, you will learn about the horrifying history of reading instruction in our country and the absurd way reading is currently being taught in many schools.In the end, simply by going on this life-altering journey with Daria and her son, you will learn how to teach a child to read and will be empowered to set any child on the path to becoming a proficient reader. We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

171: Phonemic awareness can feel like an overwhelming topic ... but I've condensed all the information into four important points.Click here for the show notes from this episode.Pre-order my book, Reach All Readers, and get access to my science of reading mini-course - FREE! Looking for printable resources that align with the science of reading? Click here to learn more about our popular and affordable membership for PreK through 3rd grade educators.Connect with Anna here! Blog Instagram Facebook Twitter (X)

Matt Burns discusses the importance of phonemic awareness in reading instruction. Phonemic awareness is an outcome of skilled reading, not a precursor, and it has a reciprocal relationship with reading. Matt also emphasizes the need to focus on decoding skills in second, third, and fourth grade, rather than solely on phonemic awareness. Matt provides practical takeaways for teachers and recommends additional resources for learning about phonemic awareness.TakeawaysPhonemic awareness is an outcome of skilled reading, not a precursor.Phonemic awareness and reading have a reciprocal relationship.Decoding skills are a strong predictor of reading success.Nonsense word fluency assessments can be beneficial for assessing decoding skills.Avoid teaching nonsense words and focus on decoding instead.ResourcesPhonemic Awareness, Research, Misconceptions, and Fads with Dr. Matt BurnsThey Say You Can Do Phonemic Awareness Instruction “In the Dark”, But Should You? A Critical Evaluation of the Trend Toward Advanced Phonemic Awareness TrainingRIP to Advanced Phonemic Awareness | Shanahan on LiteracyPhonemic Awareness with Letters YouTube video, Matt BurnsMatt Burns YouTube Channel National Reading Panel Report Elkonin Boxes, Reading RocketsFlorida Center for Reading Research UFLI Foundations Ep. 159: Back to School: Science of Reading or Snake Oil with Holly Lane Road to the Code, Book IES Practice Guides Empirical Analysis of Drill Ratio Research: Refining the Instructional Level for Drill Tasks, Matt Burns (meta-analysis)Connect with us Facebook and join our Facebook Group Twitter Instagram Don't miss an episode! Sign up for FREE bonus resources and episode alerts at LiteracyPodcast.com Helping teachers learn about science of reading, knowledge building, and high quality curriculum.

What is Phonemic Awareness? It's one component of your literacy instruction. Phonemic awareness means understanding that spoken words are made of individual sounds called phonemes. We want students to be able to isolate, blend, segment, and more. Can it be ‘done in the dark'? Or should we teach phonemic awareness with print? Listen and learn as we explore this important question (and more) in today's episode. ResourcesThey Say You Can Do Phonemic Awareness Instruction “In the Dark”, But Should You? A Critical Evaluation of the Trend Toward Advanced Phonemic Awareness Training Ep. 142: Structured Literacy in Small Group TimeChoosing and Using Decodable Texts by Wiley BlevinsPhonemic Awareness vs. Phonics Heggerty What are Phonological Awareness and Phonemic Awareness? Heggerty Free Sample Lessons HeggertyConnect with usFacebook and join our Facebook Group Twitter Instagram Visit our website to stay connected with Melissa and Lori! Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 

Podcast Episode 6: Interview with Christina Winter (full show notes here) What is Phonemic Awareness and What Does the Research Say? Meet Christina Winter - a former first-grade teacher and science of reading rockstar who now creates resources for elementary school teachers and empowers them to lead their students to amazing heights.  Below, she dispels some commonly believed myths about phonemic awareness and sheds light on its importance. Check her out!: Mrs. Winter's Bliss website Mrs. Winter's Bliss Instagram @mrswintersbliss Mrs. Winter's Blog Post (on phonemic awareness? Or just blog in general?) Freebie from Christina! Myth: We have to spend all of our time on rhyme, sentence segmenting, and syllables. Myth: As teachers, we need to do the entire program that's handed to us by our schools or reading specialist Myth: Phonemic awareness can be done in the dark. Myth: Phonemic awareness and phonics are two separate entities Fact: Reading has a beautiful path Phonemic awareness → mapping → decoding and encoding words → sentences → reading a whole text! Additional Resources & References: Resources: Phonemic Awareness Warm Ups Phonemic Awareness Bundle Roll, Segment, and Cover I Spy Blending Mats References: National Reading Panel Report (Amie, I think I found this report on my own, but wanted to be 100% sure so I'll wait for your link) What Does Phonemic Awareness Mean? Making the Most of Phonemic Awareness Does Phonemic Awareness Belong in Your Phonics Lesson? **Don't want to miss another podcast?  Sign up for my email sequence and opt-in to receive an email each day a podcast is released, plus a portion of an intervention e-book that corresponds to the day's podcast.**

Phonemic Awareness Five Fun Ways to Incorporate It! What is it?: Phonemic awareness is the ability to hear and manipulate individual sounds in words. Why is it important?: Well, actually, it's one of the most important skills we can teach our early readers. Studies show that phonemic awareness is an indicator of future reading success. The Scoop: In fact, David Kilpatrick, author of numerous reading books and professor of psychology, states that, “The most common source of reading difficulties is poor phonemic awareness.” To boot, he also mentions that there's no age limit on phonemic awareness - which stresses its importance. Phonemic awareness needs to be incorporated daily with lots of modeling. It should be applied to print, but we also want to be sure students can be doing it like it's second nature.  Additional Resources & References: Resources: Phonemic Awareness Warm Ups Phonemic Awareness Bundle Phoneme Segmentation Activities References: What Does Phonemic Awareness Mean? Making the Most of Phonemic Awareness 5 Ways to Incorporate Phonemic Awareness Every Day **Did you miss signing up for my podcast email sequence?  When you opt-in, you get an email each day a podcast is released, plus a portion of an intervention e-book that corresponds to and compliments each podcast's subject.**

Phonemic Awareness: An Introduction Phonemic Awareness What is it?:  Phonemic awareness is the ability to hear and manipulate individual sounds in words. What is it not?:  Phonemic awareness is not phonics.  Phonics refers to how letters and sounds correspond and how we decode those words. Why is it important?:  Phonemic awareness is important for students to understand phonics.  Phonemic awareness helps kids make the leap from sounds →  letters → decoding. A student's ability to manipulate individual sounds in words is a strong predictor of later reading success.  Phonemic awareness also aids in vocabulary and fluency.  The National Reading Panel found that “students who had a solid foundation in phonemic awareness had improved ability to read and spell in the long run.” The Scoop: Isolation Blending Segmenting Manipulation (adding, deleting, and substituting phonemes) There are four main categories of phonemic awareness: Full Show Notes Here Additional Resources & References: Resources:  Phonemic Awareness Bundle Phoneme Grapheme Mapping Literacy Center Phonemic Awareness Bundle References: What Does Phonemic Awareness Mean? Making the Most of Phonemic Awareness My Top 5 Phonemic Awareness Activities **Did you miss signing up for my podcast email sequence?  When you opt-in, you get an email each day a podcast is released, plus a portion of an intervention e-book that corresponds to and compliments each podcast's subject.**

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2022.12.14.520503v1?rss=1 Authors: Kries, J., De Clercq, P., Lemmens, R., Francart, T., Vandermosten, M. Abstract: Acoustic and phonemic processing are understudied in aphasia, a language disorder that can affect different levels and modalities of language processing. For successful speech comprehension, processing of the speech envelope is necessary, which relates to amplitude changes over time (e.g., the rise times). Moreover, to identify speech sounds (i.e., phonemes), efficient processing of spectro-temporal changes as reflected in formant transitions is essential. Given the lack of aphasia studies on these aspects, we tested rise time processing and phoneme identification in 29 individuals with post-stroke aphasia and 23 healthy age-matched controls. We found significantly lower performance in the aphasia group than in the control group on both tasks, even when controlling for individual differences in hearing levels and cognitive functioning. Further, by conducting an individual deviance analysis, we found a low-level acoustic or phonemic processing impairment in 76% of individuals with aphasia. Additionally, we investigated whether this impairment would propagate to higher-level language processing and found that rise time processing predicts phonological processing performance in individuals with aphasia. These findings show that it is important to develop diagnostic and treatment tools that target low-level language processing mechanisms. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

Matt, Liam, and Jess are joined by the long awaited guest Saige Horvath as we talk about how badly Glee aged, Phonemic awareness, and Percussion. The crew also gives advice again to some very lucky Redditors (yes it's a real word I googled it). Don't miss Liam and Saige “meeting for the first time.” If you are a witch and a beat boxer dm us on our Instagram: @RemotelyEssential Matt: @mkking03 Jess: @unjesscessary Liam: @liamwestervelt4 --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/remotelyessential/support

Guest: Amy Graham, MS, CCC-SLP - Do you love the phonemic alphabet? Dream about deep analysis of speech sound error patterns? Or just love unlocking the mysteries behind the differences between articulation disorders versus phonological disorders versus motor speech disorders? If you said “Yes” to all of the above, then this is the hour for you! If you said “No” to all of the above, (maybe panic slightly and break out into a cold palm sweat), but you still need to know the most current evidence-based practice for speech sound disorders (SSD), well then join us for this informative course.

Heather Kenny, an experienced teacher and teacher educator of literacy, shares purposes and strategies for building student skills in phonemic awareness. She examines the mental process that leads to storing words for immediate and effortless retrieval. Heather explores her experience with students who had word recognition problems that connected to deficits in phonemic awareness skills. Watch an episode of Sounder & Friends here.  Contact Heather. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Kids with dyslexia struggle with Phonemic Awareness.  But what does that mean?   Phonemic Awareness Skills Kids who are strong in Phonemic Awareness are kids that are able to  segment, blend, delete, and rhyme!   Segmenting means taking a word and breaking into individual sounds. Example: you tell your kid, “Cat” and they are able to tell you: “/k/ /a/ /t/”.  This is all by sound!  No looking at words, using letter tiles, or writing anything down!   Blending means taking individual sounds and turning them into a smooth word.  Now you're reversing the task for your kid.  You say something like “/k/ /a/ /t/” and they can say, “cat!”  Again, this is all by sound, not reading the letters for help.   Deleting means taking one sound out of a word.  You might ask your child, “Say ‘cat' without saying /k/” and they have to be able to say: “at”.  (Again- no letters! No pictures, all just by sound.)   And rhyming, of course, is deleting the initial sound(s) and replacing it with (a) new initial sound(s). “What rhymes with cat?” “bat, fat, hat, rat, mat, sat, that, flat…”   Bonus- pig latin!  This is a manipulation of a word, removing the initial consonant sound(s) (if there are any), moving that sound to the end of the word, and adding “-ay” to the end of the word.  “Cat” becomes “atkay”.  “I can speak pig latin” becomes “Iay ankay eakspay igpay atinlay.”   Why it matters Phonemic Awareness leads to the ability to read and spell unknown words.  This allows individuals to independently read increasingly complex texts and write about what they are spelling.   Some kids with dyslexia, or with insufficient phonemic awareness and phonics instruction, become great sight readers.  They memorize how to say a word very well and are able to progress with grade-level reading ability.  However, as words become increasingly complex, and as they are presented with less and less auditory input for what they are reading (fewer read alouds!), they are going to start to really struggle to know what they are reading.   Phonemic Awareness is hindered by dyslexia Phonological Processing is necessary for Phonemic awareness and kids with dyslexia have a phonological processing deficit.  Therefore, phonemic awareness is unlikely to develop easily in a child with dyslexia.    What do we do about it? What can we do to support phonemic awareness development in those with dyslexia?   Developing phonemic awareness in a child with dyslexia is a worthwhile endeavor, allowing them to be more successful in their reading and spelling!  However, it isn't easy.  It requires specific, structured, intentional instruction over many months, or even years.   One of the most strongly recommended types of programs for those with dyslexia is Orton-Gillingham based strategies.  These can get pricey.  They are well-developed and worth the cost for those who can afford it and want a specialized tutor or want a ready-made program.    But you can also implement all of these strategies for free yourself!   Step 1: Start by dragging out a word until your child can hear each sound. Example: saying “Caaaaat!” while also moving your hand across their visual field (in front of them) to help them notice when one sound is changing into another. Step 2: Next you want your child to be able to delete one of the sounds after they've said all of the sounds. Step 3: Trade a sound: “Say ‘fip'. Say all of the sounds in ‘fip'. Say /d/ instead of /f/ Now what is the word? (dip)” Step 4: Notice when and how a nonsense word changes Step 5: Rhyming the words. When they've mastered one level, repeat the above, getting progressively more complex (slowly!)  General progression (C= consonant sound; V= vowel): CVC VCC CCV CVCC CCVC CCVCC   If step 1 above does not work for your kid, try Step 0! Step 0: break compound words into the component words. (pancake is made up of pan and cake!)   For some kids: even those start points are too difficult. They need to start by feeling the sound of a letter in their mouths.  You want them to feel what each sound feels like in their mouth. You want them to notice whether or not the voice box is on, what is happening with the tongue, teeth, and the lips.   Takeaway: Phonemic Awareness is important, but is difficult for those with dyslexia.  A systematic intervention is necessary to truly meet the needs of those with dyslexia.

Episode Highlights:[00:02:26] Friendly reminder on the importance of nursing rhymes[00:02:44] The first phonological skill children learn  [00:04:04] The Morning Meeting song [00:06:04] The Science of Reading (SOR) debate continues - Phonemic awareness [00:07:32] Phonemic awareness vs. Phonological awareness vs. Phonics[00:10:12] Six phonemic activities that you can use in your classroom[00:16:46] The Morning Meeting updateTakeaways:Do you know the difference between phonological awareness, phonemic awareness, and Phonics -I break down each pillar into easy-to-understand definitions.How do you incorporate my six phonemic activities into your classroom while making adjustments for different learning styles? In this episode, I reveal my strategies. Phonics is taking sounds and mapping them to letters - learn how to teach young learners this advanced skill, no complicated technology necessary.Did you love this episode? Drop me an email and share your biggest takeaway. Click here or follow me on Instagram at https://www.instagram.com/matthalperneducation/.Support the show (https://www.buymeacoffee.com/matthalpernedu)

This is an excerpt from my book: Johnson, A. (2016). 10 essential instructional elements for students with reading difficulties: A brain-friendly approach. Phonemes are the smallest units of sound within spoken words. English has 41-44 phonemes. Phonemic awareness is the ability to notice, think about, and work with the individual sounds in spoken words. Phonemic awareness is one part of the whole literacy learning system. But not all children benefit from phonemic awareness activities. The rule of thumb is that phonemic awareness activities should generally be discontinued once children are reading comfortably at the 1st-grade level. Some students with severe reading difficulties in later grades benefit from having phonemic awareness activities that are part of their total reading program.

Welcome to episode three! In today’s episode Jan and Kari discuss the second shift: Recommitting to Phonemic Awareness Instruction.    LINKS Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balance Literacy Classroom Follow Jan @drjanburkins and www.drjanburkins.com . Follow Kari @Kari_Yates www.thesixshifts.com

Professor Quentin Atkinson of the University of Auckland joins me to discuss his work on the origins of language and the evolution of culture. Professor Atkinson gained widespread recognition for his 2011 paper in the journal Science in which he used modeling techniques from evolutionary biology to show how human language can be traced to its origins on the west coast of Africa. I discussed this briefly in the last episode Language V - The Great Leap.In our conversation we discuss this work and how understanding the core elements of languages can tell us about the movements and histories of human populations, how cultures are shaped by folktales and stories, the importance of connecting the past with the present as we attempt to understand ancient cultures and how the big questions in science can benefit from an interdisciplinary approach which applies diverse problem solving techniques to problems both old and new. The Here and Now Podcast Language Serieshttps://www.quentinatkinson.com/Phonemic diversity supports a serial founder effect model of language expansion from Africa. Q. Atkinson (2011).Pagel, M., Atkinson, Q. D., Calude, A., & Meade (2013). Ultraconserved words point to deep language ancestry across Eurasia. Proceedings of the National Academy of Sciences, USA, 110(21):8471–8476. DOI: 10.1073/pnas.1218726110Ross, R. M. & Atkinson, Q. D. (2016). Folktale transmission in the Arctic provides evidence for high bandwidth social learning among hunter-gatherer groups. Evolution and Human Behavior, 37(1):47-53. DOI: 10.1016/j.evolhumbehav.2015.08.001The Here and Now Podcast on FacebookThe Here and Now Podcast on TwitterSend me an emailSupport the show (https://www.patreon.com/thehereandnowpodcast)

In this final episode of part I of our series on language, we examine the non-gradualist theory of the emergence of language, also referred to as The Great Leap theory which argues that complex human language appeared suddenly around 50,000 years ago.  We consider the evidence and arguments for and against this theory made by archeologists, linguists and anthropologists and briefly introduce several of MIT linguist Noam Chomsky's theories and Professor Quentin Atkinson's intriguing theory of a serial-founder effect of language.  Show NotesThe Here and Now Podcast Language SeriesOldest cave art found in Sulawesi – A. Brumm et al. (2021)45,500 year old Sulawesi warty pig painting found in Indonesian caveWhy only us: Language and evolution. R. Berwick & N. Chomsky (2017)Masters of the planet: The search for our human origins. I. Tatersall (2012)The dawn of human culture. R. Klein (2007)The truth about language: What it is and where it came from. M. Corballis (2017)Natural language and natural selection. S. Pinker & P. Bloom (1990)On nature and language. N. Chomsky with A. Belletti & L. Rizzi. (2002)What exactly is Universal Grammar and has anyone seen it?Principles and parameters Language: The cultural tool. D. Everett (2012)Lascaux cave complex – Wikipedia The revolution that wasn't: A new interpretation of the origin of modern human behaviour. S. Mcbrearty & S. Brooks (2000)When humans became human Phonemic diversity supports a serial founder effect model of language expansion from Africa. Q. Atkinson (2011). The Here and Now Podcast on FacebookThe Here and Now Podcast on TwitterSend me an emailSupport the show (https://www.patreon.com/thehereandnowpodcast)

Did you know…a student's phonic awareness skill is the BEST predictor of reading readiness and future reading development? So what is phonemic awareness? Phonemic awareness is…the ability to hear, differentiate and flexibly manipulate units of sound in spoken language. That means skills like rhyming, separating sounds, blending sounds, substituting sounds, deleting sounds or adding sounds. I know that sounds a lot like what you teach with phonics, right?! It's not the same thing although phonemic awareness and phonics do work together when we get all the pieces in place. Today, I'm sharing what I know about phonemic awareness and how it sets students up for reading and writing success. TEACH JOYFULLY FB COMMUNITY: https://www.facebook.com/groups/theteachinglab INSTAGRAM: https://www.instagram.com/lisa_j_burns TEACH JOYFULLY PODCAST SHOW NOTES  

Phonemic awareness, an enlarged vocabulary and the development of listening and social skills are just some of the reasons to include nursery rhymes in your child's pre-literacy learning. --- Send in a voice message: https://anchor.fm/dawn-grant-skiba/message

In this video I tell you what is the phonemic chart and how it can help you speak better in the Speaking Session of the IELTS. For more videos and content consider following me on: Instagram: https://www.instagram.com/blimeyenglish/ Facebook: https://www.facebook.com/blimeyenglish/

Tap into the power of interactive music to help children learn language skills with these highly interactive songs that will have children jumping, dancing, moving like animals, singing about farm animals, moving in creative ways, telling a musical story about the King of the Land of Cookie, spelling words and and much more! Discover all our music and movement curriculum at https://playmotionmusic.com

In depth Bible study for those that have been forced fed milk and have been crying out for meat. These Biblical topics will be covered in depth and to the point, with all resources given for self investigation and edification. According to the Scripture YouTube Twitter Facebook

Teaching to each student's needs seems a daunting task, but it is not impossible. Here I discuss how I juggle whole group teaching along with teaching to the needs of each of my students during our Reading Workshop.   0:00 Intro  0:42 Introducing today's topic 1:34  Wins and fails of the week 4:52 Teaching to each learner-let's get this party started! 6:42 Teaching to each learner in reading 9:09 Observations 11:03 Phonemic awareness assessment 12:00 Continued observations and flexible groups 12:56 What my students do when I am conferring or working with a small group 14:00 The power of conferring 17:02 How I conduct my student conferences 20:44 Mini lessons to the whole class 24:00 Conferring in small groups 26:30 Small groups  29:40 Conclusion 30:53 Outro     

Phonemic Art Tapestries ft. Kalki Demo - Rough Version - Pre Mix/Master

Structural, phonemic & semantic enconding are covered in this podcast - examples of each are covered along with an explanation of the level of processing (shallow, intermediate & deep).

Phonemic awareness is an important part of reading, and developing this understanding takes constant practice at school and home. Watch as this teacher helps to develop phonemic awareness through word games while carefully monitoring progress. His multilingual kindergartners may not come from English-speaking homes, but they are sure to develop into readers with the careful steps he takes to ensure success. For more information about teaching kids to read and helping those who struggle, visit www.readingrockets.org. Reading Rockets is a national education service of public television station WETA. Funding is provided by a grant from the U.S. Department of Education.

Dean Geyer and his 13 year old daughter Hannah talk about her reading challenge: "auditory processing disorder". At age 7 Hannah was diagnosed with APD and began working with a reading specialist. Hannah is now an honor roll student at her school. Learn what you need to do if your child has a reading problem. More podcasts will be added in May....including an interview with Hannah's reading specialist, as well as other education professionals and parents of children with learning and reading disabilities. Our call on May 28th at 7pm is with Reading Specialist Kaye McFadden. She will be answering questions from the listeners as well as offering practical advice for parents. Click this link for details about the call...

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2020.04.15.042770v1?rss=1 Authors: Marchesotti, S., Nicolle, J., Merlet, I., Arnal, L. H., Donoghue, J. P., Giraud, A.-L. Abstract: The phonological deficit in dyslexia is associated with altered low-gamma oscillatory function in left auditory cortex, but a causal relationship between oscillatory function and phonemic processing has never been established. After confirming a deficit at 30 Hz with electroencephalography (EEG), we applied 20 minutes of transcranial alternating current stimulation (tACS) to transiently restore this activity in adults with dyslexia. The intervention significantly improved phonological processing and reading accuracy as measured immediately after tACS. The effect was selective to 30 Hz stimulation, and proportional to dyslexia severity. Importantly, we observed that the focal intervention on the left auditory cortex also decreased 30 Hz activity in the right superior temporal cortex, resulting in reinstating a left dominance for the oscillatory response, as present in controls. These findings formally establish a causal role of neural oscillations in phonological processing, and offer solid neurophysiological grounds for a potential correction of low-gamma anomalies, and for alleviating of the phonological deficit in dyslexia. Copy rights belong to original authors. Visit the link for more info

Understanding the importance of phonemic awareness in the classroom