Pre-K Knowing that oral language has structure that is separate from meaning; attending to the sub-lexical structure (i.e., structure within words) of oral language, e.g., “beg” has one syllable and three phonemes, “egg” has one syllable and two phonemes.

is the ability to notice, think about, and work with the individual sounds I spoken words. It is also the understanding that words are made up of speech sounds or phonemes.

a set of skills related to success in decoding and the development of reading ability. Phonological awareness includes the following skills: discriminate between words and sounds, identify sounds within words, manipulate sounds in words, identify phonemes, and isolate sounds in words (in initial, medial, and final positions).

Hearing and understanding the different sounds of spoken language including hearing and understanding the different ways oral language can be broken down into individual parts (phonemes).

Ability to focus on the sound structure of words, rather than on their meaning or role in grammar

is the ability to tune into speech sounds apart from meaning. It usually involves units larger than a phoneme, especially syllables and rimes (common elements in rhyming words).

The understanding that words are composed of sequences of sounds and the ability to identify and manipulate the sounds of language.

The broadest term used to refer to one´s sensitivity to the sound structures of words. The ability to recognize and manipulate different sizes of sound units, including syllables, rhyming units, onset rime units and phonemes.

A range of understandings related to the sounds of words and word parts, including identifying and manipulating larger parts of spoken language such as words, syllables, and onset and rime. It also includes phonemic awareness as well as other aspects of spoken language such as rhyming and syllabication.

The ability to attend to the sounds of speech in language. Phonological awareness is a more inclusive term than phonemic awareness. Indications of this awareness include noticing similar sound in words, appreciating rhymes, and counting syllables. Hall & Moats, 1999 Activities at the pre-alphabetic level such as rhyming; counting, adding and deleting syllables; matching beginning consonants in words; recognizing odd sounds are termed phonological awareness tasks. ( Moats, 1998)

The ability to attend to the phonological or sound structure of language and to be aware of words, syllables, and phonemes.

The awareness of boundaries within our language. Rhyming, words within sentences, sounds within words, syllables.

An awareness of various speech sounds such as syllables, rhyme, and individual phonemes.

The understanding that speech is composed of sub-parts -- sentences are comprised of words, words are comprised of syllables, syllables are comprised of onsets and rimes, and can be further broken down to phonemes (phonological awareness at this level is usually described as phoneme awareness).

the understanding that language is made up of individual sounds (phonemes) which are put together to form the words we write and speak. This is a fundamental precursor to reading. Children who have difficulty with phonological awareness will often be unable to recognize or isolate the individual sounds in a word, recognize similarities between words (as in rhyming words), or be able to identify the number of sounds in a word. These deficits can affect all areas of language including reading, writing, and understanding of spoken language.

"Metalinguistic awareness of all levels of the speech sound system, including word boundaries, stress patterns, syllables, onset-rime units, and phonemes; a more encompassing term than phoneme awareness" (Moats, 2000).

A range of understandings related to the sounds of words and word parts, including identifying and manipulating larger parts of spoken language such as words, syllables, and onsets and rimes. It includes: phonemic awareness, the ability to appreciate rhyme, and counting syllables among others.

A term that refers to an awareness of words within sentences, rhyming units within words, beginning and ending sounds within words, syllables within words, phonemes within words (phonemic awareness).

ability to perceive spoken words as a sequence of sounds; an auditory skill which is of crucial importance to reading ability in an alphabetic system; conscious ability to detect and manipulate sound (move, combine, delete), access to sound structure of language, awareness of sounds in spoken words in contrast to written words. Phonological awareness encompasses larger units of sound, such as such as syllables, onsets, and rimes.

The awareness that spoken language can be broken down into smaller units (i.e., sentences to words, words to syllables, syllables to sounds) and manipulated within an alphabeti orthography.

A sensitivity to the sounds in spoken language. Basic levels of phonological awareness activities include listening to, recognizing, and completing rhymes; segmenting spoken words in sentences and syllables in words; and recognizing onset and rime in “word families” (rat, pat, chat).

the ability to hear and distinguish parts of speech such as syllables, rhymes and letter sounds.

See phonemic awareness.

Phonological awareness is the conscious sensitivity to the sound structure of language. It includes the ability to auditorily distinguish parts of speech, such as syllables and phonemes. The ability to blend and segment phonemes is critical to the development of decoding and spelling skills.