1. Freeman and Freeman, (20004)
Implications from Phonology for Teaching Reading and Teaching a Second Language Chapter 4-
SUMMARY
WOU- ED 684 Prepared by Dusty Rose Hanson, Chris Chavez, &HeideGoertzen 11/13/2012
Essential Questions:
What is the role of phonological and phonemic knowledge in learning to read or in learning a
second language?
What insights from phonology can help in evaluating a method of teaching reading or a method of
teaching a second language?
KEY TERMS-
1. PHONEME- Sound
2. GRAPHOPHONIC CUES- A combination of visual and sound information to learn to read.
3. METALINGUSTICS- refers to knowledge of language, conscious knowledge, something that can be
taught and learned.
KEY CONCEPTS IN THE CHAPTER
KEY CONCEPTS
1. Phonemic Awareness is the ability to perceive
and manipulate the sounds (Phonemes) that
make up words in oral language, such as adding,
deleting, or substituting one phoneme for
another.
2. Phonological Awareness is the ability to
distinguish larger units of speech,such as words
and syllables.
TWO VIEWS OF PHONEMIC AWARENESS
Word Recognition
“Learned”
Sociopsycholingustic
“Acquired”

2. Freeman and Freeman, (20004)
Implications from Phonology for Teaching Reading and Teaching a Second Language Chapter 4-
SUMMARY
WOU- ED 684 Prepared by Dusty Rose Hanson, Chris Chavez, &HeideGoertzen 11/13/2012
-Learned- Conscious knowledge,
something that can be taught and
learned.
Anyone who can understand a language has
phonemic awareness.
Phonemic awareness is a word recognition
model of reading.
For the purposes of reading, children don’t need
to be consciously aware of phonemes. To
produce writing, they need to be aware of
sounds and how they connect to letters. “EX. /t/
and /d/ error “letter vsleder”
Children acquire phonology in the process of
comprehending oral language, then use
knowledge to learn to read and then begin to
write, “Conscious level” and their spelling
reflects their knowledge.
Karashen completed a very limited study that
concluded that phonemic awareness training is
limited
-Acquired- Subconscious
knowledge, a natural part of oral
language development.
The speech stream is not physically
segmented. Instead a continuous flow
of sound.
Native speakers develop phonological
awareness by dividing up speech into
words or parts of words in order to
understand what is being said. “It is
done effortlessly”.
From a sociopsycholinguistic
perspective, awareness of phonemes
develops as children acquire oral
language; they connect this knowledge
of sounds to letters. FOCUS- IS ON
MAKING SENSE OF THE TEXT.
Proponents claim phonemic
awareness develops as a result of
being read to and reading in place of
awareness training on reading.
“Neumann report 1999”-
SECOND LANGUAGE TEACHING AND PHONOLOGY
-Audiolingual method (ALM) involved students
learning dialogues and practicing language with
exercises and drills
1. Classroom activities presented parts of language-
sounds, vocabulary, and grammar, meaning was
secondary.
2. Students had a hard time learning language.
Natural Approach is consistent with
Karshen’s acquisition theory and the teacher
uses a variety of techniques to make language
input comprehensible.
1. Students focus on constructing
meaning. No grammatical sequence
built into the curriculum.
2. Students acquire phonology in the
process of developing the ability to
communicate in a new language.

3. Freeman and Freeman, (20004)
Implications from Phonology for Teaching Reading and Teaching a Second Language Chapter 4-
SUMMARY
WOU- ED 684 Prepared by Dusty Rose Hanson, Chris Chavez, &HeideGoertzen 11/13/2012
IMPLICATIONS FOR THE CLASSROOM
Learned:
To examine the role of phonology in the methods of teaching reading and in the methods of teaching a
second language.
Acquired:
-Teachers must use a variety of techniques in their classrooms. Ex. Read-alouds, role plays, music etc.
-Teachers teach language through academic content and organize curriculum around themes. Students
learn language as they read, write, and talk about content and become involved in ivestigations and
studies of interest to them.