| A phonemic awareness assessment can help
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| | tested. Other factors affecting your
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| your child identify a weak cognitive
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| | child at the end of second grade may be a
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| skill which is necessary for learning.
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| | difficulty spelling previously studied
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| Weak cognitive skills are a large factor
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| | and commonly seen words, difficulty
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| in the majority of learning disabilities
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| | reading aloud, and difficulty using
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| which affect people from all walks of
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| | phonics to sound out words.
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| life.
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| | By the age of five, phonemic awareness is
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| Phonemic awareness is the ability to hear
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| | typically established in around 80% of
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| and analyze discreet sounds. It is the
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| | children. The other 20% will continue to
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| cognitive skill that allows us to connect
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| | show warning signs past the age of nine
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| speech sounds to the letters in words.
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| | and into the teen years, and beyond. The
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| There are various stages that your
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| | common signs to watch out for are a
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| children will go through in their
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| | history of reading and spelling
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| learning development, and you can notice
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| | struggles, a dislike of reading, not
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| if they lack phonemic awareness during
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| | wanting to read aloud, or having to spend
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| each of these stages.
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| | extra time doing homework.
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| If you notice any of the risk factors
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| | If you see any of these symptoms in your
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| which indicate a lack of phonemic
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| | child schedule a complete cognitive
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| awareness in your child you are highly
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| | skills assessment. A phonemic awareness
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| encouraged to schedule a complete
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| | assessment will be included in this
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| phonemic awareness assessment at a
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| | overall assessment at a quality learning
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| qualified learning training center.
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| | training center. This test will also
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| Students as young as Pre-K to
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| | indicate any other weak cognitive skills
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| Kindergarten age can lack phonemic
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| | that may become, or already are a problem
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| awareness. Warning signs to watch for
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| | for your child.
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| include a difficulty recognizing rhymes,
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| | By running this test you will help avoid
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| trouble remembering names of friends or
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| | future learning disabilities, ensuring
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| classmates, and a difficulty with the
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| | your child healthy learning for the rest
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| development of normal speech.
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| | of their life. The learning training
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| At the end of first grade the warning
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| | center will map out a plan for
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| signs to watch for include those
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| | strengthening this cognitive skill.
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| mentioned above and if your child has
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| | To further emphasize the importance of
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| difficulty with spelling common words,
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| | strong phonemic awareness skills the
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| reading aloud, sounding out words,
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| | Institute of Health and Child Development
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| blending sounds, and trouble applying the
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| | discovered that 88% of reading
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| mechanics of sounds within words to
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| | difficulties were a result of weak
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| reading and spelling.
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| | phonemic awareness. This was found during
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| At the end of second grade you will
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| | a ten-year study from 1985 to 1995. Make
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| continue to see warning signs that will
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| | sure you get your child tested if you
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| indicate weak phonemic awareness skills.
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| | notice any of the warning signs and
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| If you find that your child has
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| | struggles listed above. Their future
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| difficulty recalling simple facts and
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| | depends on your action.
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| details it is important to get them
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