of Phonological Skills
Hall and Moats (1999, pp. 174-175) describe typical levels of phonological
skills in young children from kindergarten through first grade. This list
includes a wide range of behaviors and underscores the fact that literacy
acquisition exists along a continuum. All children may not have the same
accomplishments at the same time.
Capability of Child with Appropriate Phonological Skills
|By the End of Kindergarten
- identify whether two single-syllable words rhyme
- think of a word that rhymes with another
- when reading a target word and a list of three words, identify which
of the three words begins with the same sound as the target word
- when reading three words, identify which one begins with a different
sound from the other two
By Midway in the First Semester of First Grade
- look at words with two letter sounds (phonemes) and blend the sounds
together to figure out the word (e.g., in, on, at, bee,)
- say what word remains if a given sound is dropped from the beginning
or end of a three-phoneme word (e.g., say cat without saying the
By the End of First Grade
- pronounce separately the sounds in two-phoneme words (sh-oe;
- pronounce separately the first sound in longer words (h-oneysuckle)
- blend together the sounds in three-phoneme words (m-e-n)
Note: From Straight Talk About Reading (pp. 174-175), by S.L. Hall and L.C. Moats, 1999, Lincolnwood, IL: Contemporary Books. Copyright 1999 by NTC/Contemporary Publishing Group. Reprinted with permission.
Copyright © North Central Regional Educational Laboratory. All rights reserved.
Disclaimer and copyright information.