Transcript Alphabetic Principle

Alphabetic Principle
EDRD 6600
Alphabetic Principle
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Alphabetic Understanding: Words are composed
of letters that represent sounds.
Phonological Recoding: Using systematic
relationships between letters and phonemes
(letter-sound correspondence) to retrieve the
pronunciation of an unknown printed string or to
spell words.
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Regular word reading
Irregular word reading
Advanced word analysis
Definitions
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Alphabetic Awareness: Knowledge of letters of
the alphabet coupled with the understanding that
the alphabet represents the sounds of spoken
language and the correspondence of spoken
sounds to written language.
Alphabetic Understanding: Understanding that
the left-to-right spellings of printed words
represent their phonemes from first to last.
Decodable Text: Text in which the majority of
words can be identified using their most common
sounds.
Definitions Cont.
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Decoding: The process of using letter-sound
correspondences to recognize words.
Grapheme: the individual letter or sequence of
written symbols (e.g., a, b, c,) and the multi-letter
units (e.g., ch, sh, th) that are used to represent a
single phoneme.
Irregular Word: A word that cannot be decoded
because either the sounds of the letters are unique
to that word or the student has not yet learned the
letter-sound correspondences in the word.
Regular Word Reading
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Beginning decoding
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Read from left to right, simple, unfamiliar
regular words
Generate the sounds for all letters
Blend sounds into recognizable words
Beginning spelling
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Translate speech to print using phonemic
awareness and knowledge of letter-sounds
Importance of Word Reading
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Our language is alphabetic
Decoding is an essential and primary
means of recognizing words
There are simply too many words in the
English language to rely on memorization
as a primary word identification strategy
Importance of Word Reading in
Text
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A primary goal of beginning reading
instruction is to prepare students to read
text fluently so that they are able to
construct meaning as the read.
Irregular Words
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Do Not introduce irregular words until students
can reliably decode words at a rate of one lettersound per second.
Initially, introduce one word every several
lessons, then one each second or third lesson
Irregular words require systematic review. New
words should appear in word-list exercises for
several days, then appear in either or both
passages and word-list exercises. .
Advanced Word Analysis
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Knowledge of advanced word analysis
skills is essential if students are to progress
in their knowledge of the alphabetic
writing system and gain the ability to read
fluently and broadly.
Advanced Word Analysis
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Letter Combination: A group of
consecutive letters that represents a
particular sound(s) in the majority of words
in which it appears.
VCe Pattern Word: Word pattern in which a
single vowel is followed by a consonant,
which, in turn, is followed by a final e
(e.g., lake, stripe, and smile).
Letter-Sound Correspondence
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Example: Teacher points to letter m on the
board. “The sound of this letter is
/mmmmmm/. Tell me the sound of this
letter.”
Conspicuous Strategies: Teacher actions
should make the task explicit. Use
consistent and brief wording.
Mediated Scaffolding
Separate auditorily and visually similar letters
Introduce some continuous sounds early
Introduce letters that can be used to build many words
Introduce lower case letters first unless upper case letters are similar in
configuration
Strategic Integration – Simple Before Complex
Once students can identify the sound of the letter on 2 successive trials,
include the new letter-sound correspondence with 6-8 other letter
sounds
When students can identify 4-6 letter-sound correspondences in 2
seconds each, include these letters in single-syllable, CVC, decodable
words
Review Cumulatively and Judiciously
Use a distributed review cycle to build retention:
NKNKKNNKKKKN
N = new sound; K = known sound
Example (r= new sound; m, s, t, I, f, a = known sounds): r m r s t r r i f
amr
Sounding Out Words
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Example: Teacher points to the word map on the board, touches under
each sound as the students sound it out, and slashes finger under the
word as students say it fast. “Sound it out.” (/mmmmmmmmaaaaaap/)
“Say it fast. “ (map)
Conspicuous Strategies:
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Students orally produce each sound in a word and sustain that
sound as they progress to the next.
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Students must be taught to put those sounds together to make a
whole word
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Students sound out the letter-sound correspondences “in their
head” or silently and then produce the whole word.
Mediated Scaffolding: For students to learn and apply knowledge
of letter-sound correspondences and use that knowledge to reliably
decode words, words must be carefully selected for both the letters
in the words and the complexity of the words.
Letters in words for initial sounding-out instruction should:
consist of continuous sounds as these sounds can be
prolonged in the voice stream
be ones students know
Words in sounding-out practice and instruction should:
Progress from short vowel-consonant and CVC (2-3 letter)
words in which letters represent their most common sounds
to longer words (4-5 – phoneme words) in which letters
represent their most common sound
Not contain consonant blends (e.g., /st/, /tr/, /pl/) until students are proficient
with CVC configurations
Begin with continuous sounds in early exercises to facilitate blending. Stop
sounds may be used in final positions of words.
Represent vocabulary and concepts in which students are familiar.
Judicious Review
Prior to reading the words, review the letter-sound correspondences that have
been recently introduced or are problematic for learners
As you progress to each new phase of word reading (sounding out>saying
whole word>sounding out the word in your head), students may need a reminder
of the procedure
Once students learn a number of word types (e.g., CVC with continuous, CVCC
with continuous, CVC with stop), include examples of all taught word types in the
list
Keep word lists to a manageable length (6-8 words per list)
Reading Connected Text
Accurately and Fluently
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Instructional Design Considerations
A primary goal of beginning reading instruction
is to prepare learners to read passages in order to
communicate that print has purpose and meaning
Once students can accurately decode CVC and
VC word types, these words should be introduced
in short, highly controlled passages
Do Not assume that learners will automatically
transfer from reading words correctly in lists to
reading words in passages.
Conspicuous Strategies – 2 components
First component: teacher provides direct wording for students to
“figure out the word, say the sounds in the word to yourself.” This
component generally lasts 1-2 weeks.
Second component of transitioning to passage reading involves a
modified prompt where teachers give a direction at the beginning of
the passage.For example, the teacher says, “Figure of the first word”
and then asks students to read the word. Note the prompting to say
the sounds is eliminated.
A final technique is to increase the pace of word reading. In initial
passage reading exercises, allow 3 seconds of “think time” per word.
As students become proficient (I.e., reading the passage with no
error), reduce the think time to 2 seconds and later to 1.5 seconds.
Mediated Scaffolding
Ensure students can read the words in lists at a rate of one
word per 3 seconds
Include only words students can decode in passages
Include repeated opportunities to read passages to develop
accuracy and fluency
Make clear the connections between sounding out the words in
lists and reading those words in passages
Progress form the highly prompted sight reading strategy to the
less-prompted strategy
Reduce the time for sight reading words from 3 seconds to 2
seconds to 1.5 seconds
Tasks Illustrating Alphabetic
Understanding
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Letter-sound associations: What is the sound of
this letter?
Soundblending: Blend the sounds of these letters
to make the word /mmmmmaaannn/.
Segmenting: What sounds do you hear in this
word?
Manipulating letter-sound correspondences in
words: What word would you have if you change
the /n/ in /nap/?
Reading pseudowords What is this word, mip?
Word identification: What is this word, map?
Considerations for Selecting
Materials
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Letter-Sounds
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Separate auditorily and/or visually similar letters
(e.g., e/i, d/b)
Introduce some continuous sounds early (e.g., /m/,
/s/)
Teach the sounds of letters that can be used to build
many words (e.g., m, s, a, t).
Introduce lower case letters first unless upper case
letters are similar in configuaration (e.g., similar: S,
s, U, u, W, w; Dissimilar: R, r, T, t, F, f)
Acceptable Sequence for
Introducing Letters
amtsifdroglhucbnkvewjpy
TLMFDINARHGBxqzJEQ
Features of Letter-Sound
Correspondence Instruction
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Are easily confused sounds separated over
several lessons? (d/b/p, e/i, m/n)
Are letter-sounds that occur in a large number of
words introduced early in the sequence?
Is the rate of letter-sound correspondence
introduction manageable for the learner but
adequate to allow multiple words to be made
within 2-3 weeks?
Does the sequence include a few short vowels
early to allow students to build words?
Does the sequence begin with several continuous
sounds.
What I Expect Students in Kindergarten
to Demonstrate
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Letter-Sound Correspondence
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Decoding
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Identifies the letter when someone produces the
corresponding sound
Says the most common sound associated with
individual letters
Blends the sounds of individual letters to read onesyllable, short-vowel, decodable words (e.g., sun;
map)
Sight-Word Reading
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Recognizes some words by sight including a few
common, high-frequency words (e.g., a, the, I , my,
you, of, is are)
What I Expect Students in First Grade to
Demonstrate
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Letter-Sound and Letter-Combination
Knowledge
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Produces the sounds associated with all individual
letters fluently (e.g., 1 letter-sound per second)
Produces the sounds that correspond to frequently
used letter combinations (e.g., sh, er, th)
Decoding
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Decodes words with consonant blends (e.g., mask,
slip, play)
Decodes words with letter combinations accurately
(diagraphs: fish, bath, chin; common letter
combinations: book, farm, toy)
Decoding in First Grade Cont.
Uses knowledge of individual letter-sound
correspondences and letter-combinations to read
regular monosyllabic words fluently (e.g., mask,
skip, play, fish, them, chin, at a rate of one word
every 1 to 1.5 seconds)
 Reads words with common words parts (e.g., ing, all,
ike)
Sight Word Reading
Increases knowledge of common sight words and
reads them automatically (e.g., have, would, there,
said)
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What I Expect Students in Second Grade to
Demonstrate
Letter-Sound Knowledge
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Produces the sounds that correspond to frequently used
dipthongs ou, oy, and digraphs sh, th, ea
Decoding and Word Recognition
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Uses knowledge of advanced phonic elements (e.g., digraphs
and dipthongs), special vowel spelling, and word endings to
recognize words
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Reads compound words, contractions, possessives, and words
with inflectional endings
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Uses word context (semantics: Does it make sense?) and order
in the sentence (syntax: Does it sound right?)
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Reads multisyllabic words (2-3 syllables) using syllabication
and word structure (e.g., base/root word, prefixes, and suffixes)
in word recognition
Sight Word Reading: Increases the # words read accurately and
quickly