Assess all students and form small groups with similar abilities so phonological awareness instruction can be provided at the appropriate level¶

Strategy · All strategies
Evidence · no claims cited

Description¶

For early literacy, the paper describes the predominant evidence-based approach to teaching phonological skills as a personalized one: "to assess all students and create small groups with similar abilities so instruction can be provided at the appropriate level." It adds that technology programs offering individualized practice with actual sounds, self-paced practice sets on specific phonemes, and immediate feedback can be combined with traditional small-group instruction to give each learner the needed level and depth of support.

Design Implications¶

Context¶

Requirements¶

• Assessment of all students' phonological awareness
• Small groups formed with students of similar abilities
• Optionally, technology providing individualized practice with immediate feedback

Constraints¶

• The paper notes instruction in phonological awareness is described as vital particularly for preschool children from low SES households

Target Learners¶

• Preschool and early-elementary children, especially those from low SES households with lower phonological awareness

Target Learning Goals¶

• Phonological awareness and becoming proficient readers

Related Strategies¶

• Small Group Phonemic Awareness Intervention
• Phonological and Metalinguistic Awareness Exercises
• Rhyming Games

Examples¶

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Key Sources¶

• Making Learning Personal for All: The Growing Diversity in Today's Classroom. (2016). https://digitalpromise.dspacedirect.org/items/7acc6442-9c20-42ff-b4b2-21645832493e