Website Review Template

Website Review Task Response Describe, compare, and contrast Phonological Awareness and Phonemic Awareness. Phonological Awareness is the capacity to detect and transform the vocal segments of words and sentences that exist in individuals. Knowing how to detect rhyme and alliteration, splitting sentences into words, and breaking down word syllables form part of phonological awareness. Phonemic Awareness is a subset of phonological awareness that focuses on identifying and manipulating individual sounds in words. These literacy elements are alike because both skills involve the auditory processing of sounds related to spoken language. They are foundational skills for reading as well as spelling, decoding words based on the association between letters and sounds. These literacy elements are different because phonological awareness involves a variety of competencies related to sound structures in language, including working with larger forms such as words as well as syllables, but phonemic awareness entails working with individual phonemes in particular. In a general sense, phonemic awareness is a specific part of the larger picture of phonological awareness. What are supports teachers can provide to students during literacy instruction for phonological and phonemic awareness?(Minimum 1-2 paragraphs) Teachers can build phonological and phonemic awareness through explicit, systematic instruction with multisensory activity. For example, clapping out syllables or working with manipulatives such as letter tiles allows students to work with sound hands-on, deepening their understanding (Ridley, 2025). Songs, rhymes, and word games, such as "I Spy" with beginning sound, allow students to become attuned to and manipulate phonemes in a meaningful and exciting format. Interactive software such as ABCmouse or Heggerty apps also allow students to have organized, challenging practice, strengthening skills through exercise and repetition in an interactive format. All these techniques enable students to build a strong phonemic awareness, a key skill for reading development. Small group interventions offer a secondary level of support through instruction differentiation regarding students' needs. In groups, instructors can administer concentrated practice and immediate feedback to allow students to build specific phonologic skills in preparation for challenging work. Formative assessments are regularly performed to track students' development and adjust instruction regarding requirements, allowing students to access additional support to succeed. By integrating such evidence-based interventions, instructors build a supportive environment for confidence and competency in early reading. List the URLs of five websites that share strategies for Phonological Awareness and Phonemic Awareness 1. https://www.readingrockets.org/ 2. https://www.ateachableteacher.com/ 3. https://www.myteachingcupboard.com/ 4. https://readinguniverse.org/ 5. https://heggerty.org Identify and describe three strategies you would use with students from the websites you've evaluated.Include a 1-2-sentence rationale for each strategy on how it would benefit students. Strategy 1: Phoneme Segmentation. This strategy involves teaching students to break words into their sounds or phonemes. For example, “ship” can be segmented into /sh/, /i/, and /p/. Rationale: Phoneme segmentation is a fundamental skill that enables students to break down a word's sound composition and partition it into its phoneme parts (Paciga & Cassano, 2024). It is important for both reading (decoding) and spelling (encoding) in that it enables learners to become sensitive to and work with sound in a word. With phoneme segmentation mastery, students gain a deeper phoneme awareness, can sound out new words, correct misspellings, and become successful reading and writing students. Strategy 2: Phoneme Blending. This strategy enables students to blend words by using individual phonemes. For example, they pronounce words like a bat by combining the sounds /b/, /a/, and /t/ to make the word "bat." Rationale: Phoneme blending is a significant reading skill for reading new words, enabling students to blend individual phonemes seamlessly to form whole words (Sargiani et al., 2021). With phoneme blending, phonetic awareness is acquired, and students can become sensitive to letter-sound relations and become fluent in reading. With phoneme segmentation and blending, students can build a skill for decomposing words into sounds and reuniting them. They can also become fluent in reading unfamiliar words and, in general, in reading development. Strategy 3: Phoneme Isolation. Focusing on this strategy within its developmental framework helps students to name specific phonemes within the words, such as recognizing that the first sound in "sun" is /s/. Rationale: Phoneme isolation helps students develop their skills in isolating and listening for a single sound in a word and their phonemic awareness (Webber et al., 2023). By isolating starting, middle, and ending phonemes, students gain a deeper sound awareness and sound contribution in creating a word. It helps them strengthen their phonemic awareness and become correct spellers. Learning phoneme isolation forms a strong reading basis for reading fluency and overall reading development. For each strategy you listed above, how would you assess if the strategy improved s...