Transcript Phonics and Word Recognition Development

Spelling Phonics and Word
Recognition
Overview
• What are phonics, word study,
and word recognition?
• How do spelling and word
recognition knowledge
typically develop?
• What are some instructional
techniques for teaching word
study?
• What does research say about
effective phonics instruction?
Key Terminology
Phonics
The study of the relationships
between letters (graphemes)
and the sounds (phonemes)
they represent; instruction
that teaches sound-symbol
correspondence.
Word Recognition
The process of
determining the
pronunciation and
some degree of
meaning of a word
in written form.
Word Recognition Includes:
1. Letter-by-Letter Decoding: The sounding out of each
letter and the blending of letter sounds to generate
pronunciations of written words.
2. Letter-pair-by-Letter-pair Decoding: The sounding out
of familiar letter combinations/letter patterns and the
blending of letters and letter patterns to generate
pronunciations of written words.
3. Recognizing Sight Words: The words students
recognize instantly when they see them in print.
4. Monitoring for Meaning: Checking the pronunciation
against the text and their memory to see if the word
makes sense.
So . . .
Reading instruction that includes word study
(spelling) helps students develop the
alphabetic principle. Once students have the
alphabetic principle, or the concept that
written letters represent sounds in speech,
students can decode letters into sounds, blend
the sounds together, check the pronunciation
with what they know from memory, and
connect the word with ideas they have about
meaning in order to recognize the word (word
recognition).
The Reading System (Adams)
Context
Processor
Meaning
Processor
Orthographic
Processor
Reading
Writing
Phonological
Processor
Speech
phocks
phocks
This false spelling illustrates a case in
which the orthographic processor cannot
help the reader locate a meaningful match
in memory. The phonological processor,
however, can make the match.
Development
Phases of Word Learning
Ehri, 1997
1. Prealphabetic phase: Use environmental or
visual cues not related to processing letter-sound
relationships.
2. Partial alphabetic phase: Look only at initial
letters
3. Full alphabetic phase: Process each letter
and sound in sequence
4. Consolidated alphabetic phase: Process
patterns rather than sound-by-sound decoding
Christopher: Late August
Entering kindergarten
• No preschool
• Name 0 letters
• 0 letter sounds
Christopher: Mid October
9 letter names
0 letter sounds
Rudimentary spelling
fan
pet
rug
sit
mop
Christopher: Mid January
23 letter names
17 letter sounds
Much better spelling!
tap for top
lid
wag
bit for bet
nit for hot
vat for that
hip for chop
dig for dog
gad for glad
pan for plan
sap for step
ran for run
hip for ship
mad for mud
fad for fed
Christopher’s Journal Writing
Christopher’s Writing-March 10
Christopher: Mid April
paf for path
kap for camp
lap
jrip for drop
top
pop for rip
kot for cut
ship for shop
shin for chin
van
wat for wet
nast for nest
gad for glad
hot
dig
rish for rich
tab for tub
hot for hunt
tis for this
yes
sot for trot
not for stop
fish
kib for crib
job
WHAT WORDY STUDY CONCEPTS
DO TEACHERS NEED TO TEACH
READERS?
Phonemes
You have to know what sounds are the
same and what sounds are different.
Graphemes
You have to know that sounds are
represented with spelling patterns, and
that more than one spelling pattern can
represent the same sound.
You have to know that meanings are
also represented by spellings.
Morphemes
Words
You have to know that words are
composed of at least one syllable, and
that syllables take on patterns.
Onsets
Consonant or consonant blend that
precedes the vowel, grape = gr is onset
Rimes
Vowels and what comes after, grape =
ape is rime
Consonants
Not vowels, b, c, d, f, . . . etc.
Vowels
a, e, i, o, u, sometimes y and w
Single
Consonants
b, c, d, f, . . . etc.
Beginning
Blends
bl (black), cl (clap), fl (flash), pl (plug)
br (brag), cr (crash), dr (dream)
sc (scout), sk (skip), sm (small), sn
(sneeze), sp (spell), squ (square)
tw (twice), qu (quick)
Ending Blends just, lisp, mask, gift, swept, melt,
shelf, help
Digraphs (2
consonants
with 1 sound)
thin, fish, each, when, phone
Lax, or
short vowels
cat, pet, pin, pot, nut
Tense, or
long vowels
gate, team, bike, drove, dude
Diphthongs
oi (oil), oy (boy), ou (cloud), ow (brown)
(neither short
nor long
vowels)
R-controlled
car, for, fir, her, curl
L-controlled
call, all, salt
Reading is Easier than Spelling
There are many ways that one
phoneme can be represented
(spelled) by different
graphemes.
Let’s take a look . . .
Syllable Types
Closed
cat, camp, ant
handy
Syllable ends with a
consonant and is a short
vowel, CVC always closed
Open
he, be, open,
humid
Vowel by itself and long
C-le
little, beagle
Final syllable
Syllable Types
Vowel Team trainer, spoilage,
weigh, maintain
2 vowels together,
short or long, make
one sound
RControlled
spurn, chart, report, Vowel and r make
one sound
VCe
compete, inflate,
despite, ice
Silent e makes the
vowel long
Let’s Practice—
And how about meaning? How are
phonemes, graphemes, and syllables
combined in words to represent
meaning?
Common Prefixes
anti
fore
mid
pre
super
de
in,im,ir,il
mis
re
trans
dis
in, im
non
semi
un
en,em
inter
over
sub
under
Common Suffixes
al, ial
er
ic
ive/ative
ness
ed
est
ing
less
ous/eous
en
ful
ion/tion
ly
s,es
er, or
ible, able
ity/ty
ment
y
Principles of Word Study Instruction
Good word study instruction should develop the alphabetic
principle.
Good word study instruction should develop phonemic
awareness.
Good word study instruction should provide a thorough
grounding in the letters.
Good wordy study instruction should not teach rules, need
not use worksheets, should not dominate instruction,
and does not have to be boring.
Good word study instruction provides sufficient
practice in reading words, both in isolation
and in stories, and in writing words, both from
dictation and using invented spelling.
Good word study instruction leads to automatic
word recognition.
Good word study instruction is one part of a
reading program.
Stahl, S.A., Duffy-Hester, A.M., & Stahl, K.A.D. (1998). Everything you wanted to
know about phonics (but were afraid to ask). Reading Research
Quarterly, 33, 338-355.
WHAT DOES INSTRUCTION LOOK LIKE?
How should that initial knowledge of
word learning be developed?
Research studies:
1. Teach the most useful letters and letter patterns early
(Fry, 2004)
2. Use groupings and differentiated, data-based instruction
to teach decoding (Williams & Hufnagel, 2005)
3. Increase decoding skills by teaching decoding
systematically and explicitly (White, 2005)
4. Practice phonics concepts while reading actual texts
(Hiebert and Martin, 2002; Menon and Hiebert, 2005;
Cunningham, Spadorcia, Erickson, Koppenhaver, Sturm, &
Yoder, 2005)
1.
Teach the most useful letters and letter patterns early
(Fry, 2004)
b, m, s
m, r, s
t, n, g
i, p, n
n, t, g
m, b, t
d, h, l
l, h, c
f, j, w
k, f, w
d, l, f
y, v, z
Frequency counts support teaching:
-Short vowel patterns before long
-Vowel-consonant-e pattern early in instruction
-Long vowels in the open-syllable pattern
-R-controlled vowels
Several issues in providing differentiated
word recognition instruction

Developing understanding of the scope and
sequence of instruction.

The design of a system of assessment of
children’s specific knowledge of concepts
previously taught.

How to manage application of wordy study
concepts in reading and spelling words.
A Possible Progression
1.
2.
3.
4.
5.
Consonants, beginning and ending of words
Word Families and Short Vowels
(Usually a-, i-, o-, e-, u- families, then across families, then
vowels outside of families)
Initial blends and digraphs
(bl, cl, fl, gl, pl, sl; br, cr, dr, fr, gr, pr, tr; sc, sk, sl, sm, sn, sp,
st, sw) and(ch,sh,th,wh)
Affricates
(g, j, dr, ch, tr, ch)
Final consonant blends and digraphs
(-st, -ft, -mp, -nd, -nt, -sh, -th, -sh
-ck, -ng, -nk, -ell)
6.
7.
8.
9.
10.
Vowel-Consonant-E
(-aCe, eCe, iCe, oCe, uCe)
R-controlled vowels
(ar, er, ir, or, ur)
Other long vowel patterns
(ai, ay, ee, ea, oa, ui, igh)
Complex consonant clusters
(scr, tch, kn, dge, qu)
Abstract vowels
(ou, ow, ew, oi, oy, oo, au, aw)
Letter Names and Sounds
• Who? Children who do poorly on Letter Name
Fluency tasks
• How? Make letter cards consistent with your
instructional sequence; figure out which they
don’t know.
Rather than have the students guess, be direct. “The name
of this letter is ___. What name?” (Students respond
chorally.) “The sound of this letter is ____. What sound?”
(Students respond chorally.) For new letters, some
additional instruction might be useful. “Here is a new letter.
Watch me write it.” The teacher demonstrates, verbalizing
the strokes. “Now you write it with me” (in the air or on
dry-erase boards). “The name of this letter is ____. What
name?” (Students respond chorally.) “The sound of this
letter is ____. What sound?” (Students respond chorally.)
Here’s a 12-Week Plan
b, m, s
m, r, s
t, n, g
i, p, n
n, t, g,
m, b, t
d, h, l
l, h, c
f, j, w
k, f, w
d, l, f
y, v, z
Remember that
we teach these in
small sets
Teaching Sounding and Blending
• Who? Children who know their letter names
and sounds but do poorly on word reading
• How? Make word cards that review and
extend the patterns that have been taught in
phonics instruction.
“We are going to start today by sounding and
blending some words. The way that you do
that is to look at each letter, say each sound
out loud and then say them fast to make a
word. “Listen to me. /p/ /i/ /g/ pig. Now
you try: /p/ /i/ /g/ pig. When you come to a
word that you don’t know you can sound and
blend it.
Teaching Letter Patterns
• Who? Children who know their letter names
and sounds, can sound and blend, but are not
automatic.
• How? Make word lists that review and extend
the patterns that have been taught in phonics
instruction.
“Today we will work on reading and spelling three vowel patterns. The
/at/ pattern is the sound at the end of the word cat. It is spelled a-t. The
/et/ pattern is the sound at the end of the word pet. It is spelled e-t. The
/it/ pattern is the sound at the end of the word sit. It is spelled i-t.” “First
I want you to listen to words and tell me whether they sound like cat, pet,
or sit.” At this point, pronounce five or six words to represent each
pattern, and ask the children to group words with like sounds together.
Next, highlight the spelling patterns again. “Let’s look at the spellings
for all of the words that sound like cat. Notice that words with the /at/
sound have the a-t pattern. You can use that pattern when you read or
spell a-t words.”
Here’s a 16-Week Plan for Short Vowel Families
at, an
at, ag
at, an, ag
ag, an, ap
it, in
in, ig
it, in, ig
it, ig, ip
ot, op
op, og
ot, op, og
ug, ut
un, ut
un, ut, ug
ed, et
ed, en, et
Remember that
we teach these in
small sets
Here’s a 4-Week Plan for Vowel-Consonant-E
short a, a_e
short i, i_e
short o, o_e
short u, u_e
Remember that
we teach these in
small sets
Here’s a 20-Week Plan for Other Long Vowels
short a, a_e, ay
short a, a_e, ai, ay
a_e, ai, ay, ei
short e, e, ee
short e, ee, ea
short e, ea, ee, ea
short i, i_e, y
short i, i_e, y, igh
short i, i_e, igh,
short o, o_e, oa
short o, o_e, oa, ow
short o, o_e, ow
short u, u_e, ue, ui
short u, u_e, ue, ew
ar, a_e, ai, are
ar, are, ai, air
er, ea, ee, ear
er ee, ear, eer
ir, i_e, igh, ire
or, o_e, oa, ore
Remember that
we teach these in
small sets
Notice that each set has one
easy pattern
Teaching High-Frequency Words
• Who? Children who are not remembering the
high frequency words that you have taught or
who struggle with HF words during oral
reading.
• How? Use an inventory to decide which words
to teach.
“Today we are going to learn to read and spell some really useful words.
The first word is from. Say that word. Now watch me count the sounds
in from. /f/ /r/ /u/ /m/. We hear four sounds. Say the sounds with me.
Now watch me spell the word from. The first sound we hear in from is
/f/, and it is spelled with the letter f. The second sound we hear in from
is /r/, and it is spelled with the letter r. The third sound we hear in from
is /u/, and it is spelled with the letter o. The last sound we hear in from
is /m/, and it is spelled with the letter m. Three of the letters and sounds
in from are easy to remember. The only one that is tricky is the o.
Remember that in the word from, the /u/ sound is spelled with the letter
o. If you remember that, you can easily read and spell from.
High-Frequency Words
stop
idea
far
above
young
without enoug Indian girl
h
second eat
real
sometimes
talk
late
face
almost mountain
list
miss
watch
let
family
cut
soon
Strategies for Explicit Phonics and
Word Recognition Instruction
Revisit the O’Connor Text for Teacher Scripts:
1) Teaching a new letter and sound (p.56)
2) Stretching sounds together (p.62)
3) Blending the consonant with the vowel (p.63)
4) Common letter patterns (p.73)
5) Silent e (p.75)
6) High Frequency words with
unusual spellings (p.87)
Short Vowel Word Families
Consonant Blends
cl
pl
clown
clock
plate
plant
claw
pliers
Consonant Digraphs
shark
cherry
shirt
chop
shave
chick
shark
cherry
chick
chop
shave
shirt
Magic-e Words
hug
cube
sun
flute
tube
On-line resources to help you implement your
phonics curriculum
CIERA series Every child a reader
http://www.ciera.org/library/products/ecr/index.html
PALS website
http://pals.virginia.edu/Instructional-Resources/
Florida Center for Reading Research
http://fcrr.org
Georgia Reading First Professional Development Webpage
http://www.georgiasouthern.edu/~mmckenna/garf.html