Abstract
The term phonemic awareness refers to the ability to not only recognize that language is composed of distinct sounds but also the ability to manipulate those verbalized components of words. It is an essential element of reading, which also affects writing, since the two skills are complementary. English Language Learners (ELLs) and students with dyslexia struggle with phonemic awareness as do hard-of-hearing students. The combination of these characteristics tends to intensify the problems these students have and the support they require, which in turn necessitates awareness on the part of teachers and other education professionals. In this study, synthetic phonics and stretched segmenting are used to develop the phonemic awareness of a hard-of-hearing ELL student diagnosed with dyslexia. This single case study found both strategies to be effective in supporting the subject student.
Highlights
The term phonemic awareness refers to the ability to recognize that language is composed of distinct sounds and the ability to manipulate those verbalized components of words
The subject, who lives in the state of Colorado, arrived in the United States having completed first grade in his native Libya. He attended the second and third grades at a Libyan school in Denver. Due to his being hard of hearing and an English language learner, Al-Munther has had some difficulties with communication
Within 1 week, Al-Munther was able to distinguish between each of the sounds the majority of the time (~87%). In his reading of the final text presented in the treatment, Al-Munther was able to overcome his problem 97% of the time
Summary
The term phonemic awareness refers to the ability to recognize that language is composed of distinct sounds and the ability to manipulate those verbalized components of words. It is an essential element of reading, which affects writing, since the two skills are complementary. English Language Learners (ELLs) and students with dyslexia struggle with phonemic awareness as do hard-of-hearing students. Synthetic phonics and stretched segmenting are used to develop the phonemic awareness of a hard-of-hearing ELL student diagnosed with dyslexia This single case study found both strategies to be effective in supporting the subject student
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