Interesting. This agrees with what the human development texts say about 
the human infant being attuned to many more sounds than adults. Over the 
lifespan we slowly lose brain cells that are not used, and we lose the 
ability to distinguish sounds that we seldom hear (i.e. the sounds in 
languages we are not immersed in).

In my particular student, I'm beginning to suspect it's more of a 
poduction problem rather than a reception problem. He is able to 
distinguish the sounds when he hears them, but he has a hard time 
producing them. I hope that practice will cause an improvement. Today I 
had to teach him how to pronounce a long a and long e sound when he sees 
it in a v-c-e type word. He uses these word all the time in his spoken 
language, but he gets so tongue tied when he tries to pronounce a word 
he is decoding. We had to concentrate on saying "ah - a -eee" slowly and 
deliberately when he encountered them.

I will check out your website.
Tom

Susan Jones wrote:


>Hmmm... I have some lists of words following assorted phonetic patterns on my website at http://www.resourceroom.net/readspell/index.asp (scroll down a tad). 

>

>It should be duly noted that in perfectly competent readers, phonemic awareness takes a big dip at a certain age (I *think* middle or high school - the name of the article was something like "the fate of phonemic awareness") .  We seem to get less "tuned" to specific sounds as we approach adulthood - though I would suspect reading teachers & vocalists of all sorts would be  exceptions to that trend. (I know I'm disgustingly phonemically aware ;)) 

>

>

>

>Susan Jones

>Academic Development Specialist

>Academic Development Center

>Parkland College

>Champaign, IL  61821

>sujones at parkland.edu

>Webmastress,

>http://www.resourceroom.net

>http://bicyclecu.blogspot.com

>

>

>  

>

>>>>Woods <woodsnh at isp.com> 6/3/2007 7:08 PM >>>

>>>>        

>>>>

>Thank you Betsy, for that sheet of phonemic awareness activities. By 

>wonderful coincidence, I was looking for some things like that for one 

>of my students who does not seem to be able to remember rules for 

>phonetic decoding. It struck me that maybe he can't distinguish between 

>the sounds, or manipulate the sounds.

>

>Anyway, thanks. Now maybe some of us can contribute lists of words 

>appropriate to the tasks.

>Tom Woods

>

>Betsy wrote:

>

>  

>

>>Jennifer and others:

>>

>>Since a number of people have asked for the list of phonemic awareness

>>activities, I will try to attach it here.

>>

>>Betsy S. Gauss

>>Betsy S. Gauss

>>

>>------------------------------------------------------------------------

>>

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>>National Institute for Literacy

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>>

>>    

>>

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>

>  

>