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