October 28, 2019
SRI International
Stephanie Nunn, REL Appalachia
Sara Rutherford-Quach, REL Appalachia
One Fish, Two Fish, Red Fish, Blue Fish is not only a beloved children's book, but it is also a good way for children to practice phonological awareness, a foundational reading skill. Phonological awareness is the ability to recognize and manipulate the sounds of spoken words. It is an umbrella term that encompasses both the basic levels of awareness of speech sounds (such as rhyming, alliteration, and the syllables within words) and more advanced levels of awareness, such as identifying the beginning and ending sounds within words. The included segment of One Fish, Two Fish, Red Fish, Blue Fish provides material for children to practice rhyming, onset-rime manipulation, and to a more limited extent, identifying the syllables within words.
Developing phonological awareness is an essential step in learning to read.2 REL Appalachia (REL AP) staff partnered with Goochland County Public Schools (GCPS) to use data to understand the factors that contribute to third grade literacy outcomes in GCPS and identified early phonological awareness as a key predictor of success. REL AP staff then provided coaching on the importance of phonological awareness for all learners and suggested techniques to support students who struggle with phonological awareness.
The National Reading Panel report3 states that explicit phonological awareness instruction is highly effective for developing phonological awareness in children, which in turn prepares them to read words and comprehend text. Phonological awareness instruction teaches students to hear all the separable sounds within words and helps them hold these sounds in memory and do things with them (like separate them or delete them). Developing the ability to isolate sounds and then link those sounds to letters is a significant step in the process of students becoming proficient readers.
Research supporting the importance of phonological awareness to students' decoding and later comprehension also informs a systematic approach for teaching these skills. In the Institute of Education Sciences (IES) Practice Guide on early reading,4 Foorman and colleagues lay out a developmental trajectory for beginning phonological awareness instruction and building students' phonological and phonemic awareness:
Students who struggle persistently with phonological awareness often benefit from smaller group (two to three students) or one-on-one intervention to help them isolate sounds in speech and link the sounds to letters.5 If teachers determine through ongoing progress monitoring measures [such as Phonological Awareness Literacy Screening (PALS) 1–3 Quick Checks or other formative assessment practices] that a student is struggling to demonstrate phonological awareness after receiving instruction in whole and small group settings, it is important to provide differentiated instruction in an even smaller group or one-on-one.
To support struggling students during these instructional activities, effective teachers provide additional modeling and guided practice before allowing students to move on to independent practice.6 In addition, evidence shows that it is important for student fluency (their ability to read accurately, quickly, and with expression) and automaticity (their ability to see words and read them without thinking) that teachers provide additional opportunities for student practice with teacher supervision, support, and continuous feedback.7 Students may also benefit from mini-lessons, where information is broken down into smaller chunks. For example, when introducing word-building exercises, teachers can present sound substitution (such as changing cat to hat by changing the initial phoneme) and sound addition (such as adding /s/ to the end of cat to make cats) separately. Teachers can also consider using a narrowly focused activity when introducing and practicing a skill; for example, it is often helpful to use compound words when introducing syllables or to begin with two-syllable words before systematically increasing the syllable length. Using this technique to explicitly introduce smaller pieces of the skill can be an effective way to support struggling learners' mastery of these concepts.8
The resources below provide more guidance and information on instruction to support children in phonological awareness and other key literacy skills.
Footnotes:
1 Seuss, D. (1960). One Fish, Two Fish, Red Fish, Blue Fish. New York: Random House.