Need for Phonoglical Awareness

Niemi discussed the concept of phonological and linguistic awareness as prerequisites to reading. Phonological awareness was defined as the ability of the child to identify the first and last phoneme of the word, to fragment the word into syllables or phonemes, and to delete or reverse phonemes. Linguistic awareness was defined as the ability of the child to shift attention from the meaning of the word to its form. The ability to do this makes it possible for the child to find rhyming words.

According to Niemi, questions that are of interest to educators are whether phonological and linguistic awareness plays a significant role in the development of reading and, if so, can the children be trained during the preschool years.

Neuman, Copple, & Bredekamp (2000) discussed the position of the IRA and NAEYC on the importance of teaching children to read and write. They presented a view called the readiness view that relates to the development of reading that occurs at specific time in early childhood.

It is during this time when the teaching of reading should begin. The readiness view assumes that the childÆs physical and neurological maturation alone can help them to prepare for instruction in reading and writing. A failure to supply children wi

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print layout, which includes spacing of words and lines of text. Children need to learn to read and write continuous text to help enable them to expand upon their comprehension about letters, sounds, words, and language. Lastly, teachers and parents need to help children become flexible (i.e., have ways to approach words they do not understand and solve them) and fluent (i.e., speed of reading) in reading to help increase their comprehension and enjoyment of reading and writing. Major Components of a Literacy Program ChildrenÆs Literature The classroom should contain a large variety of books which include: traditional literature, picture storybooks, realistic literature, easy-to-read books, fables and folktales, informative books, poetry, wordless books, big books, and predictable literature containing rhythm, repetition, familiar sequences, cumulative patterns, and well-developed story structures. Reading Reading and writing would take place in the context of symbolic play. Materials for reading and writing may be provided in a play setting, for example, during play children would interact using literacy (e.g., post office, restaurant, and hair styling salon). Children would also have easy access to pri
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