“When the end is near” is a piece of poetry by Amber Atiya is one of the most- read poems of the year 2014, and it has proved to be outstanding in encouraging literacy development. By use of this particular piece, there are some ways I can help build phonological awareness. The poem has some words that can be best used in improving readers’ manipulation of sounds and words, as well as playing with the different sounds and words. As a speech-language pathologist, I will ask the learners to break the various words into individual sounds.
By use of this piece of poetry, I will ask learners words when they rhyme and thereafter coming up with other three pairs of words that rhyme with the identifying rhyming words. Also, I will come up with segmentation of words as in the different stanzas of the poem. In this methodology, I will ask the practitioners to clap for each word they hear in the stanzas. The process of building these phonological awareness skills will promote literacy development by enabling the learners to develop recognition and usage of rhyme (Goldsworthy, 2004). They will get in a position to break different words into syllables, get in position to phonemes into various syllables and words. The will also be able to identify the initial words and ending sounds in different syllables and note micro words within macro words, such as “cat” in “catalog”.
As the centre director in our institution, there are some ways that I have developed on how teachers can help those students who are struggling with phonological awareness. Since most of our students are above the age of addressing phonemic awareness and phonological skill-building, their respective teachers have to one-on-one as well as in small groups. I have come up with further research-based supplemental and intervention program for phonologically needy students. I have established a reading program among other materials including skill-building in phonemes, particularly for those students who are struggling with phonological awareness. For those students who have already mastered these concepts, teachers can enrich phonological awareness among them by heightening their skills on the word and conscious development. Through this, their phonological awareness together with memory will get involved in various activities of learning (Coats, 2013).
Coats, K. (2013). Children’s literature & the developing reader. San Diego, CA: Bridgepoint Education, Inc.
Goldsworthy, C. (2004). Sourcebook of phonological awareness activities. Clifton Park, NY: Thomson/Delmar Learning.