Maximizing Learning: Embedding Phonological Awareness Throughout the Day

Authors

  • Dr. Shawnna Helf Winthrop University
  • Dr. Lindsay Yearta Winthrop University
  • Dr. Kavin Ming Winthrop University

DOI:

https://doi.org/10.56887/galiteracy.8

Keywords:

phonological awareness, reading development, early literacy skills

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.

Author Biographies

  • Dr. Shawnna Helf, Winthrop University

    Dr. Shawnna Helf ([email protected]) is an associate professor of Education at Winthrop University in Rock Hill, South Carolina where she teaches graduate and undergraduate courses in literacy. 

  • Dr. Lindsay Yearta, Winthrop University

    Dr. Lindsay Yearta ([email protected]) is an assistant professor of literacy and educational technology at Winthrop University in Rock Hill, South Carolina. She has several peer-reviewed publications on digital literacies in the k-12 classroom and has co-authored the book From Pencils to Podcasts: Digital Tools for Transforming K-6 Literacy Practices with Dr. Katie Kelly. 

  • Dr. Kavin Ming, Winthrop University

    Dr. Kavin Ming ([email protected]) is an associate professor of Education and Director of the M.Ed. in Literacy Program at Winthrop University in Rock Hill, South Carolina where she teaches undergraduate literacy methods courses and graduate content area literacy and practicum courses.

Maxing Phonemic Awareness (Helf et al., 2018)

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Published

04/16/2018

Issue

Section

Research and Practitioner Articles

How to Cite

Helf, S., Yearta, L., & Ming, K. (2018). Maximizing Learning: Embedding Phonological Awareness Throughout the Day. Georgia Journal of Literacy, 41(1), 30-37. https://doi.org/10.56887/galiteracy.8

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