Transcript Part II Application for developing phonemic awareness with Deaf

Phonemic Awareness,
Literacy, and Students
who are DHH
Rachel Friedman Narr, Ph.D.
California State University, Northridge
Deaf Education
[email protected]
Part II
Application for developing
phonological awareness with
Deaf/Hard of Hearing students:
~HOW TO~
GOAL: to build INTERNAL
phonological representations
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Speechreading
Speech Production
Use of residual hearing; audition
Spelling; Fingerspelling; Orthography;
Morphography
• Visual representation of English sounds
– Cued English
– Visual phonics
Remember VOCABULARY!
You will need to CONSISTENTLY AND
MEANINGFULLY teach vocabulary WHILE
you teach decoding strategies.
MANY DHH children lack the English lexicon
to associate word meaning with English
print.
Strategies for Decoding
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Syllabication
Rhyming
Phonic Analysis
Structural Analysis
– Visual configuration
• Context Cues
– Semantic, syntactic, picture
• Dictionary
• Assistance from others
The brain is a pattern
seeker, you learn by
analogy.
Chunking words helps
working memory and
decoding by breaking
words into meaningful
pieces
Consistent, systematic,
and direct instruction is
best for these skills
Word Structure
Clap, Tap, Jump, the Number
of...
• Words in sentences
eas
y
• Syllables in words
• Phonemes in words
complex
Syllabication- breaking words into
syllables
cat
truck
phone
base ball
tel e
el e phant
Syllables are auditory because rhythm is low
frequency information.
Syllables are visual because vowels make you
open your mouth if you “mouth” the word.
Syllables are POWERFUL because
they tell about the shape of a word.
Syllabication
• When fingerspelling
Provide spelling information using natural
breaks in words (SYLLABLES)
• This process
– enhances WORKING MEMORY skills
– aids retention of spelling words
– capitalizes on “rhythm” of words
El e phant
Onsets & Rimes
and Rhyming
Chunking beyond the syllable, but before the
phoneme
C A T
T O P
S L I D E
The ONSET is the initial consonant or
consonant blend.
The RIME is the ending spelling pattern.
Onsets are the most visual part of the wordthey are usually easy to lipread.
~Using Onsets & Rimes~
Words You Know facilitate independence
rain
ice
snow
main
gain
train
grain
stain
strain
rice
dice
spice
vice
twice
splice
bow
mow
slow
glow
crow
know
throw
If you can spell rain, then you can spell train.
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Procedur
e words that have a
Pick three or four familiar
RIME (spelling pattern) which is utilized by many
words.
Place each word at the top of a chart column.
Students also copy this chart.
Discuss the spelling patterns in each word.
Show students several one syllable words
utilizing the patterns. Students place the words
in the correct column and then read the word.
Have students explain the reason for placing
each word in a specific column.
Discuss the spelling patterns in each word.
TIE INTO
Phonic Analysis
Teach how sounds map to letters
Select a “special” sound to emphasize
during the week. How many ways is that
sound spelled? How many times can you
find the word in print? Can you use those
words in language (spoken or signed)?
phone
cough
flag
traffic
elephant
stuff
Link phonics instruction to
structural analysis
Capitalize on spelling patterns, word
shapes, morphemes, and affixes.
Examples of Structural Analysis
Activities
• Have children read and write predictable
books, stories, and poetry that highlight a
specific phoneme or word pattern.
• Have children construct word family
houses and ladders.
• Have children move letter patterns or
letters to create new words
(ex: Making Words Activity).
Word Shapes
Orthographic Cues
elephant
f
i
sh
Letter combinations
• Use letter combos to teach PATTERNS
• Think about their frequency of occurrence
in the books you are reading
(phone, elephant, cold, told, hold)
• Some are auditorally and visually similar
(sh, ch, oa, oo, ou, and r-controlled
vowels ar, er, ir, or)
THE BRAIN IS A PATTERN
SEEKER
Teaching letter combinations
• use letter combinations that can be used
to build words
Sample sequence for introducing letter
combos.
1. th
5. wh
9. ar
13. ai
2. er
6. qu
10. ea
14. ch
3. ing 7. ol
11. oo
15. or
4. sh 8. oa
12. ee
16. ay
Structural analysis skills
includes
• learning about letter combinations
• VC-e patterns (make, bite, hole)
• VC-e derivatives (named, hoping)
Strategic Color Coding
to show word parts
• Green: phonically regular words (ex: cat,
swim)
• Yellow: irregular but frequent pattern
( ex: night)
• Red: irregular, need to memorize (ex:
once)
Making Words
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making words with letter tiles
sorting words by patterns, word families
making words quickly
extension activities (writing stories, word
wall, etc)
Cunningham, P.M., & Hall, D.P. (1994). Making
Words. Torrance, CA: Frank
Schaffer Publications.
Making Words Procedure
• Tell how many letters
• Tell which letter/sound to change
– first, last, vowel
• Tell when to change the order of the
letters/sounds
• Tell when to start from scratch
Make-a-Word Bingo
ake
ail
old
at
ar
end
For more information or further discussion
on this presentation, please contact
Dr. Rachel Friedman Narr
[email protected]