from The American Heritage® Dictionary of the English Language, 4th Edition
- adj. Of or relating to phonemes.
- adj. Of or relating to phonemics.
- adj. Serving to distinguish phonemes or distinctive features.
from Wiktionary, Creative Commons Attribution/Share-Alike License
- adj. relating to phonemes
- adj. relating to a difference between sounds that can change the meaning of words in a language
from WordNet 3.0 Copyright 2006 by Princeton University. All rights reserved.
- adj. of or relating to phonemes of a particular language
- adv. by phonemics
Improve reading achievement for students from diverse backgrounds with research-supported practices and culturally responsive interventions in phonemic awareness, phonics/decoding, fluency, vocabulary, and comprehension.
Some indicators that a student needs explicit instruction in phonemic awareness include: skipping words while reading, “sounding out” words incorrectly, attempting a pronunciation that doesn’t make sense, and avoiding reading.
Each text is preceded by a complete phonemic inventory of the language and a page or so of linguistic description; each line of the text is given first in a broader transcription, then in a word-by-word phonemic transcription that separates and translates each morpheme, then a complete translation is given more literal than the one in the body of the book.
Many of these kids suffer from impairments involving so-called phonemic awareness as opposed to phonological awareness.
All this kind of phonemic awareness is absolutely necessary.
This involves features such as phonemic vowel length distinctions, consistently hard C, semi-vocalic V, diphtongal AE, aspirated (as opposed to fricative) PH, and so on.
But other components, such as phonemic awareness - the idea that a word is made up of discrete sounds - typically take longer.
Books inform and transfer knowledge, and are critical to the development of a child's reading skills - including phonemic awareness, phonics, fluency, vocabulary and comprehension.
In fact, high levels of poverty in a school are a better predictor of children who will have reading problems than is a lack of early phonemic awareness, a variable that has been the focus of much early reading research and policy.
Today, many policy makers and educators do not see pooling or unpooling poverty as "reading variables" like phonemic awareness or comprehension strategies.