Transcript what is phonological awareness?

Language Enhancement and Phonological
Strategies in the Classroom
Literacy Development in the
Early Elementary Grades
Sherry Comerchero. M.S.Ed. CCC-SLP
ASHA Certified Speech-Language Pathologist
Haverhill Public School
Inservice Day- November 2, 2010
Language Enhancement and Phonological
Strategies in the Classroom
WHAT IS LITERACY?
“An individual’s ability to read, write, and speak
...and compute and solve problems at levels of
proficiency necessary to function on the job and
in society, to achieve one’s goals, and to develop
one’s knowledge and potential”
(National Literacy Act of l99l (Public Law 102-73)
Language Enhancement and Phonological
Strategies in the Classroom
LITERACY FACTS
• 1 in 4 Americans are “functionally illiterate” – reading
at or below a fifth grade level
• More than 75% of America’s welfare recipients are
illiterate
• Almost 70% illiteracy exists in our prisons
• 40% of America’s third graders are reading below
grade level; 90% in some inner cities
Language Enhancement and Phonological
Strategies in the Classroom
LITERACY “ASSUMPTIONS” (Torgensen, l998)
• Adequate reading comprehension is the most important
ultimate outcome of effective instruction in reading
• Comprehension of written material requires:
• General language comprehension ability
• Ability to accurately and fluently identify the words in
print (Gough, 1996)
• Most children who become poor readers experience
early and continuing difficulties in learning how to
accurately identify printed words
• The most common cause of difficulties acquiring early
word reading skills is weakness in the ability to process
the phonological features of language
Language Enhancement and Phonological
Strategies in the Classroom
Characteristics of older children with
reading difficulties
• Difficulties applying the alphabetic principle in deciphering
unfamiliar words
• Trouble sounding out unknown words
• Slower than normal sight vocabulary affecting reading
fluency
• Rapid word recognition difficulties ultimate influence
reading comprehension (Adams, l990)
Language Enhancement and Phonological
Strategies in the Classroom
WHAT IS THE ALPHABETIC PRINCIPLE?
• Words represented in print roughly at level of
phonemes
• Challenges to learning alphabetic principle
 Individual phonemes not readily apparent as
individual segments in connected speech
 Not always one-to-one relationship between
graphemes and phonemes
• Children who understand alphabetic principle
invariably become better readers
Language Enhancement and Phonological
Strategies in the Classroom
WHAT IS PHONOLOGICAL AWARENESS?
• Ability to attend to sound structure independent of
meaning
• Helps children …
 Understand alphabetic principle
 Notice regular ways letters represent sounds
 Generate possibilities for words in context
that are only partially sounded out.
• Nonetheless, phonological awareness is a
necessary, but not sufficient
Language Enhancement and Phonological
Strategies in the Classroom
PHONOLOGICAL AWARENESS
RESEARCH….
• Phonological Awareness skills highly correlated with
reading success
• Phonological Awareness skills can be enhanced by
direct instruction
• Best predictors (at kindergarten entry) of how well
children will learn to read:
- Phoneme Awareness
- Print Awareness
(Hodson, 2003)
Language Enhancement and Phonological
Strategies in the Classroom
Levels of Phonemic Awareness
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Awareness of rhyming words (age 3-4)
Awareness of syllables (age 4-5)
Awareness of onsets and rimes-sound substitution (age 6)
Sound Isolation-Awareness of beginning, middle, and
ending sounds (age 6)
• Phonemic Blending (age 6)
• Phoneme segmentation (age 6-7)
• Phoneme manipulation (age 7+)
Language Enhancement and Phonological
Strategies in the Classroom
Phonological Awareness Development
Entering Kindergarten
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Rhyming proficiency
Tapping out words in a sentence
Long vs. short word recognition
Segment words of song
Clap syllables
Rapid progress in Alliteration and Blending
First Grade
• Separate words into sounds and syllables
• Delete, substitute, reverse sounds in words
Language Enhancement and Phonological
Strategies in the Classroom
Maximize Literacy Skills…
• Utilize a systematic phonics approach to help “crack
the code”
• Boost phonemic awareness, including integration
with letter-sound and word learning
• Use whole language to stimulate vocabulary
development, comprehension, creativity
and writing skills
Language Enhancement and Phonological
Strategies in the Classroom
How Do Children Learn to Read?
• Children need to understand:
• Speech can be segmented into small sounds
(phonemes)
• Segmented units represented by printed forms
(phonics)
• Written spellings represent phonemes (alphabetic
principle)
• And children need to develop:
 Proficiency decoding
 Fluency & automaticity
 Comprehension abilities
Language Enhancement and Phonological
Strategies in the Classroom
PRELITERACY CONCEPT DEVELOPMENT
• Speech-to-print match
• Words are “things” that always remain the same
• Some words can look and sound alike (rhyming
words)
• Words may have more than one part or syllable
• There are rules governing what you can read or
write when you see or hear a certain symbol or
sound.
Language Enhancement and Phonological
Strategies in the Classroom
Developmental Influences
• Letter knowledge and phonological sensitivity are
much stronger influences on reading achievement
in Grades 1 & 2
• Conceptual and vocabulary skills become important
in later elementary grades once children have
cracked the alphabetic code
Comments by Grover Whitehurst, Asst. Secy. Of Education, at White House Summit
on Early Childhood and Cognitive Develoment, July 26, 2001
Language Enhancement and Phonological
Strategies in the Classroom
Chall’s (1983) Literacy Stages
Learning to read
0 *Preliterate (birth to 6 years)
1 Decoding (grades 1 – 2.5)
2 Fluency (grades 2-3)
Reading to Learn
3 Comprehension (grades 4-8)
4 Multiple Viewpoints (High School)
5 Construction & Reconstruction – World View
(College)
*Emergent Literacy Stage – current
Language Enhancement and Phonological
Strategies in the Classroom
Letter-Sound Knowledge Acquisition
(Dodd & Carr, 2003)
Hierarchy of development in ages 4.11 - 6.4 year old
children after one year of formal literacy instruction
• Letter-sound recognition (earliest)
• Letter-sound recall
• Letter reproduction (latest)
Language Enhancement and Phonological
Strategies in the Classroom
Emergent Literacy Skills
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Scribbling within paper boundary
Turning the pages and “reading the words”
Reading “right side up”
Nursery rhymes
Finger plays
Repetitive story line
Talking about pictures and naming
Language Enhancement and Phonological
Strategies in the Classroom
Early Development of Phonological
Awareness
• Whole words and beginning phonemic identity
• Read own names
• Know some alphabet names and sounds
• Auditory-Visual Matching
• Icons and symbols
• Personal space labels
• Separate identify of a word from its meaning
• Awareness of patterns in words
• Use “language of literacy”
• Pretend reading of pattern books
• Segmenting to blending
• Syllable segmenting
• Rhyming – detection and production
Language Enhancement and Phonological
Strategies in the Classroom
RHYME
• Prominent feature of speech, found in songs, poetry,
children’s books and games
• Helps children categorize groups of words based on their
common sound pattern
• Rhyming words categorized often have similar spelling,
helping in writing and reading
• Areas of rhyme involve detection (“Do these words
rhyme?”) and production: (“Make a word that rhymes with
___”)
Language Enhancement and Phonological
Strategies in the Classroom
Literacy Risk Factors
• Nature of language impairment
 Diffuse language problems
 Vocabulary and Grammar
 Severe phonological impairment
• History of language impairment
 Unresolved entering kindergarten
• Presence of associated risk factors
 Child based
• Attentional deficits
• Behavioral/Conduct problems
• Cognitive Impairment
 Family Based
• Socioeconomic status (maternal
education/household income)
• Family history of reading difficulties
Language Enhancement and Phonological
Strategies in the Classroom
Other Literacy Acquisition Obstacles
Curriculum Practices need to balance
• Pendulum Swings
• “Reading Wars”
• Extreme Phonics
• Extreme Whole Language
Language Enhancement and Phonological
Strategies in the Classroom
Primary predictors of literacy
achievement
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Written language awareness
Phonological awareness
Letter name knowledge
Grapheme-phoneme correspondence
Literacy motivation
Home literacy
(Justice et al.: Early Literacy Screening)
Language Enhancement and Phonological
Strategies in the Classroom
COMMONLY USED DIAGNOSTIC
MEASURES OF WORD READING ABILITY
• Sight word reading ability
• Phonetic reading ability
• Word reading fluency
(Torgeson, 1998)
Language Enhancement and Phonological
Strategies in the Classroom
ASSESSING PHONEMIC AWARENESS
More than twenty different phonemic awareness tasks
can be grouped into three broad categories:
•Sound comparison tasks
•Phonemic segmentation tasks
•Phoneme blending skill
Language Enhancement and Phonological
Strategies in the Classroom
LINDAMOOD PHONEME
SEQUENCING PROGRAM
FOR
READING, SPELLING, AND SPEECH
(LIPS)
Language Enhancement and Phonological
Strategies in the Classroom
LINDAMOOD PHONEME SEQUENCING PROGRAM FOR
READING SPELLING, AND SPEECH (LIPS):
A program to teach phonic awareness
• SELECTIVE LISTENING
• SETTING THE CLIMATE
• IDENTIFYING AND CLASSIFYING SPEECH SOUNDS
BY MANNER, VOICING AND PLACE OF ARTICULATION
• TRACKING, SPELLING, AND READING
Language Enhancement and Phonological
Strategies in the Classroom
SETTING THE CLIMATE
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Help the students understand
What they are about to do: learn to see, hear, and feel
sounds
Why: to make reading and spelling easier by enabling
them to figure out words and check themselves
How teacher and students will word: teacher will ask
questions, students will figure out and answer, not
guess or memorize
Engage the students by asking questions instead of
telling everything
Be concise
Language Enhancement and Phonological
Strategies in the Classroom
SETTING THE CLIMATE (Cont’d)
• Draw as you talk, whether you draw realistically, a
stick figure, or a cartoon; do not prepare or copy a
picture ahead of time that you point to as you
“lecture.”
• Make your language appropriate for you student’s
level
• Do additional sensory-awareness activities if
appropriate, or go directly into introducing
consonants in this same session.
• Begin addressing emotional and behavioral
issues now or if/when they appear
Language Enhancement and Phonological
Strategies in the Classroom
INTRODUCING CONSONANT PAIRS
(BROTHERS)
• Explore what it’s like to feel sounds, and to feel
and label the quiet-noisy difference
• Explore pair concept (shoes or brothers). Parallel
with pairs of sounds: sameness = mouth action;
difference = quiet vs. noisy; each pair has a label.
• Say a sound; student repeats. Question so student
describes critical features of the sound.
• Teacher gives label
• Student selects mouth picture
• Choose letter symbol (optional)
• Help student discover noisy brother sound
• Choose letter symbol for brother sound (optional)
Language Enhancement and Phonological
Strategies in the Classroom
INTRODUCING BORROWERS
• Now or later if needed for spelling
• Verify each borrower with a few real words
• C: Help students discover that ‘c’ can borrow the quiet
Tongue Scraper or the quiet Skinny Air.
• X: Help students discover that ‘x’ borrows the quiet
Tongue Scraper and the quiet Skinny Air right together
/ks/.
• Qu: Help students discover that ‘qu’ borrows the quiet
Tongue Scraper and the first Wind Sound right together:
/kw/.
• Y: Help students discover that ‘y’ borrows the name of
the letter ‘i’ at the end of little words and the name of the
letter ‘e’ at the end of bigger words. (For most students,
leave ‘y’ in initial and medial positions for later.)
Language Enhancement and Phonological
Strategies in the Classroom
TRACKING SEQUENCES OF CONSONANTS
(preschool – first grade)
• Do Your Students Need this Step? Only if significan
phonological awareness limitations are present
• Introducing left-to-right progression of Tracking
• First With Pictures, then with colored blocks
• Watch for their strategies – repeating to self correctly?
Language Enhancement and Phonological
Strategies in the Classroom
Tracking Sounds within Simple Syllables
• Arrange Mouth Pictures in Rows that are easy to find
• V to VC
• Step process
• Say old and new word
• Touch and say old and new word
• Make the change, labeling anything that moves
• Pacing
• Five kinds of Change (adding, omitting, substituting,
shifting and repeating
• Optional: label three kinds of syllables tracking (CV,
VC, CVC)