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=====Related areas=====
======Phonemic awareness======
[[Phonemic awareness]] is the process by which the [[phonemes]] (sounds of oral language) are heard, interpreted, understood and manipulated; unrelated to their [[grapheme]] (written language). [[Phonological awareness]], which includes the manipulation of [[rhymes]], [[syllable]]s, and [[syllable onset|onsets]] and [[syllable rime|rimes]], is most prevalent in alphabetic systems.<ref>{{cite journal|last=Ehri|first=Linnea|author2=Simone Nunes |author3=Dale Willows |author4=Barbara Valeska Schuster |author5=Zohreh Yaghoub-Zadeh |author6-link=Timothy Shanahan (educator)|author6= Timothy Shanahan (educator |title=Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis|journal=Reading Research Quarterly|date=July–September 2001|volume=36|issue=3|pages=250–287 |jstor=748111|doi=10.1598/RRQ.36.3.2}}</ref> The specific part of speech depends on the [[writing system]] employed. The NRP concluded that phonemic awareness improves a learner's ability to learn to read. When teaching phonemic awareness, the NRP found that better results were obtained with focused and explicit instruction of one or two elements, over five or more hours, in small groups, and using the corresponding [[graphemes]] (letters).<ref>{{cite web|url=https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf|title=National Reading Panel, 2000, NICHD, p. 2–4}}</ref> See also [[Speech perception]]. As mentioned earlier, some researchers feel that the most effective way of teaching phonemic awareness is through segmenting and blending, a key part of synthetic phonics.<ref>{{cite web|url=https://files.eric.ed.gov/fulltext/ED489535.pdf|title=THE NATIONAL READING PANEL REPORT: Practical Advice for Teachers, page 9, Timothy Shanahan, University of Illinois at Chicago, Learning Point Associates 2005.}}</ref>
======Vocabulary======
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