Maximizing Learning: Embedding Phonological Awareness Throughout the Day

Abstract

Phonological awareness encompasses three main subsets of skills: awareness of words, syllables, and sounds. These three skills work in concert to support students’ reading development. By purposefully utilizing time in the classroom, teachers can embed phonological awareness activities during common transitions, thus maximizing students’ exposure to early literacy skills. Through these deliberately planned activities, teachers can not only provide effective instruction, but they can ensure that throughout the school day, transitions run smoothly with fewer disruptions and off-task behaviors.