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1. What does research say about the topic? GJ: Research says that kids who are good at phonemic awareness are better readers,but then it states that phonemic awareness is not proven to be the reason they are good readers. It was found that kids who were taught phonemic awareness in kindergarten were better at reading and spelling over the next two years than kids who were not taught phonemic awareness.

JZ: I agree with GJ. After reading on p.110, I was relieved that I am not the only one who has confused PA with phonics! "Phonemic awareness measured at the beginnig of K is one of the 2 best predictors of how well children learn to read during their first 2 years of school(p.114) is a powerful statement!

JD: Research says that there is strong correlation between phonemic awareness and the ability to read. Student who are good at PA are good at reading. It is a good predictor on who will be a good reader.

2. Describe the relationship between phonemic awareness and phonological awareness. GJ: Phonological awareness consists of many types of awareness, including phonemic awareness. They both involve sounds and segmenting words. JZ: Phonemes are the smallest units that make up the spoken language(g and o= go). Phonological Awareness has more to do with the actual sounds. Truly it is confusing to me still!  JD: Phonemic awareness is the ability to recognize between two spoken words that are the same or different. Phonological awareness includes syllables, onsets, and rimes.

3. What are ways you can adapt these concepts to the older ELL students who is beginning to read in English? GJ: You need to be aware that the phonemes in English are not necessarily phonemes in another language. To help the ELL students, you could use concept books. Concept books are bilingual, the only thing is you need two students who have the same native language and one of them needs to speak English well. These books have phonemes that are in both languages, and one student helps the other. JZ: I think that once again GJ is right on target! ELL learners sreally face such a difficult task in learning our very complicated language. Astarting point might be to administer the W-APT Test and from there work on rhymes, jingles and alliteration. Also use Dr. Jeans's "who let the letters out" on cd as well as poems and sound boxes. JD: Provide students with manipulation activities with segment and blend onsets, rimes, and phonemes. Make the lessons short and effective through mini-lessons.

Your questions GJ: Is there a grade level at which you quit teachin phonemic awareness? JZ: How can I keep the difference between phonemic awareness and phonolgical awareness and phonics straight in my head? Which one is PA? It still confuses me! JD: Can a student simply have a learning disability and discrimination of phonemic and phonological awareness and ongoing process in reading?