论文题目：Summary of Journal
论文语言：英语论文 English
论文专业：Elementary Education
字数：1500
学校国家：美国
是否有数据处理要求：否
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论文用于：Master assignment 硕士课程作业
这本文中，作者讨论了不同群体的人有不同的音素意识水平的教育，这可能会导致不同的结果。
研究题目
这个作业的题目是语音语言病理学家和其他教育工作者的音素意识技能。
In this journal article, the author discussed different groups of educators whom have different level of phonemic awareness, which may leads to various outcome when they teach. The terms phonemic awareness and phonics are often used interchangeably with phonological awareness
There are several groups of educators being tested to prove the hypothesis. The study procedures and methods are shown in detail. Then a series of implications are given according to the study. At the end of the journal, some limitations are stated.
Title of study
The title of this journal assignment is Phonemic Awareness Skill of Speech-Language Pathologists and Other Educators.
Participants
In this survey, there are mainly five parts of participants, they are: speech-language pathologists, kindergarten teachers, first-grade teachers, reading teachers and special education teachers.
Methods
According to the author, there are distinct differences between educators. The results showed that phonemic awareness skill of the educators has a great influence both in the educators themselves and when it comes to their teaching process, the difference became much more distinct. In the journal, the author showed the following aspects: firstly the purpose is to give a test on five groups of educators to compare their ability of phonological awareness. Secondly the author showed the methods that were used when proving their hypothesis. Paper-pencil measure was used to test the five groups of educators how their Phonemic Awareness Skill was, thus assessing their ability in teaching process. Thirdly the journal showed the results of the study. According to the measure, five groups of educators scored differently, and the speech-language pathologists ranked first ,demonstrating a better performance on the measure of phonemic awareness skill. While the other groups of educators seemed less proficient. The results also told us that reading and special education teachers behave better than that of kindergarten teachers and first-grade teachers. As there is a difference in orthographic and phonologic, it is referred that orthographic knowledge had an opposite influence to the groups measured, but the speech-language pathologists seemed to have been less impacted by this phenomenon. In the end, the author gave some implications: first is to increase the phonemic awareness skills of all educators. Second is to make a modification of the current teaching materials to improve the phonemic awareness skill of the educators. Thirdly is to let specialists such as speech-language pathologists to join in the teaching teams to provide teachers with professional suggestions . the suggestions are all based on the measuring results, the purpose is to help change the situation and to improve the ability of teaching and thus meeting the needs of all learners so that improve proficiency and efficiency.
Procedures
As for the procedures of the study, the phonemic awareness measure was made to test the educators skills. As oral measure was much limited, the form of the task is to do a paper-pencil measure. The author designed three steps, which is adapted from Moats(2000) In each step there is a task for the 5 groups of the educators. Three tasks were drew: the first task was phoneme segmentation, which included 21 items, educators were supposed to count how many sounds were involved in each word. Then comes to phoneme identification,5 items included, all of whom were about finding out the same pronunciation given in the following 4 other words. The third task was phoneme isolation, 6 items included, this task was interesting, like a continue following game. (Muter,1997) In each of the tasks, there were different emphasis to test the educators’ skills in differen
