Fortunately, many of the activities involving rhyme, rhytmn, listening, and sounds that have long been enjoyed with preschool-age children are ideally suited for this purpose. In fact, with this goal in mind, all such activities can be used effectively toward helping children to develop phonemic awareness. The purpose of this book is to provide concrete activities that stimulate the development of phonemic awareness in the preschool or elementary classroom. After translating and adapting it for U.S. classrooms, we field-tested it with kindergarten students and teachers in two schools receiving Title I funds. In order to build phonemic awareness in all children, classroom teachers should know a little about the structure of language, especially phonology.
Phonology is the study of the unconscious rules governing speech-sound production.
In contrast, phonetics is the study of the way in which speech sounds are articulated, and phonics is the system by which symbols represent sounds in an alphabetic writing system. Phonological rules constrain speech-sound production for biological and environmental reasons. Biological constraints are due to the limitations of human articulatory-motor production. For example, humans are not able to produce the high-frequency vocalizations of whales. Compare bat with pat.