Phoneme Segmentation


What are phoneme segmentation skills?

Phoneme segmentation is the ability to break words down into individual sounds.

  • For example, the learner breaks the word run into its component sounds – r, u, and n.

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Why are phoneme segmentation skills important?

Phoneme segmentation is essential in developing writing skills.

  • In order to write or type words, students must
    • break the word down into its component sounds
    • select the letters that represent these sounds.

Phoneme segmentation is an example of a phonological awareness skill.

Instruction in phonological awareness skills supports the acquisition of literacy skills.

Students who have strong phonological awareness skills demonstrate better literacy skills.

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Sample goal for phoneme segmentation skills

The learner will

  • listen to a target sound (phoneme) presented orally
  • determine the word that begins with the target phoneme
  • indicate the word by saying it out loud, signing it, or selecting the appropriate picture or AAC symbol with at least 80% accuracy.

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Instructional Task

Here is an example of instruction to teach phoneme segmentation skills

  • The instructor says the sound m (not the letter name, only the sound)
  • The learner
    • listens to the sound
    • looks at each of the pictures or symbols provided as response options
      • For example, pictures or symbols for up, mom, pot, and bat
    • segments the initial sound (phoneme) of the words represented by these symbols
      • For example, segments the m sound from the beginning of the word, mom
    • determines the word that starts with the target sound
      • In this case, the word mom
    • says the word out loud, signs it, or selects the correct picture or AAC symbol from the response options provided.

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Instructional Materials

Here is an example of a response plate for instruction in phoneme segmentation. The response options are up, mom, pot, and bat.

Response plate for phoneme segmentation:  up, mom, pot, bat.

This response plate is from the Accessible Literacy Learning (ALL) curriculum from DynaVox Mayer-Johnson, Inc.  Picture Communication Symbols (c) 1981-2009 DynaVox Mayer-Johnson, Inc. are used with permission. All rights reserved.

Using this response plate, the learner must

  • listen to the target sound - m
  • look at the pictures or symbols provided as response options - up, mom, pot, bat
  • segment the initial sound of the words represented by these symbols
  • determine the word that starts with the target sound - mom
  • say the word out loud, sign it, or select the correct picture or AAC symbol from the 4 choices provided.

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Instructional Procedure

The instructor teaches phoneme segmentation skills as follows

  • Model
    • The instructor demonstrates how to segment initial sounds for the learner.
  • Guided practice
    • The instructor provides scaffolding support or prompting to help the learner segment initial sounds successfully.
    • Starts by saying the word with the initial sound elongated and stressed – “mmmmom”.
    • Then says the word with the initial sound elongated and stressed less – “mmom”.
    • The instructor gradually fades this support as the learner develops competence.
  • Independent practice
    • The learner listens to the target sound and segments the initial sounds of the words provided as response options independently.
    • The instructor monitors the learner’s responses and provides appropriate feedback.

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Student Example

Gareth is 3 years, 2 months old in this video.

  • Gareth has cerebral palsy. He has a tracheostomy.
  • When he was 2 years old, Gareth started to use a computer with speech output to communicate (specifically, a Mercury with Speaking Dynamically Pro software). He also uses a communication book with Mayer Johnson Picture Communication Symbols (PCS).
  • We started to work with Gareth and his parents to teach him literacy skills when he turned 3 years old.
  • Gareth loves books and was very motivated to learn to read.
  • This video was taken after approximately 4 weeks of instruction.
  • Gareth is learning to segment the initial sounds in words.
    • Janice
      • shows him the target letter and says its sound – b
      • reviews the 4 symbol choices with him to make sure he knows them – map, light, bag, nap
      • shows him the target letter and says its sound – b
      • instructs him to find the picture that starts with this sound
    • Gareth
      • looks at the letter and listens to the target sound
      • looks at each of the picture symbols
      • segments the initial sound of the words represented by these pictures
      • points to the PCS for the target word that begins with the sound - bag
  • After 4 weeks (approximately 4 hours) of instruction, Gareth has successfully learned to segment initial sounds from words. This skill will help him learn to type words to write stories.
  • At this time, he is also learning sound blending skills and letter-sound correspondences. He is starting to learn to decode words.
  • Gareth is rapidly developing the phonological awareness skills that will support his development of literacy skills.

Click to learn more about Gareth’s success learning literacy skills.

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Pointers

It is easier to segment the first sounds of words since these tend to be more obvious. Start by teaching learners to segment the initial sounds of words:

  • Initially choose response options where the initial sounds are distinct.
    • For example, the target sound is m, the response options are cat, mop, bat, and dog
  • Later introduce response options that require finer discriminations.

Once learners develop competence segmenting initial phonemes,

  • target final sounds in words
  • then target middle sounds, as required

Some students may benefit from visual supports when learning to segment phonemes.

  • Provide the student with a group of letter cards or a keyboard
  • Say a word (and show a picture /symbol)
  • Ask the student to select the initial letter sound from the letter cards or keyboard

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Last Updated: February 19, 2019