Peri Theory - University of Melbourne

Brenda Dalheim

School AdviserStudent Services

PHONOLOGICAL EARLY READING INTERVENTION

(PERI)

and Pre-ERIK strategies

Brenda DalheimSchool Adviser, Catholic Education Office

Placed Lecturer, University of Melbourne

SYSTEM APPROACH

research

teaching practices

training

TeachingTeaching practices should be evidencepractices should be evidence--based & databased & data--drivendriven..

ERIK & OLSEL

ERIK, OLSEL, Lit & NumFramework

ELI & OLL& introducing

Classroom practices & ILPs

ACKNOWLEDGEMENTS

All content for the PERI PL activity has been taken from Dr Munro’s resource:

Assessing & Teaching Phonological Knowledge – John Munro (1998).

Available online through ACER - $139.00 http://shop.acer.edu.au/acer-shop/group/ATP/2

PROGRAM OUTLINE

1. What is phonological knowledge? (PK)

2. Definitions

3. Phonological knowledge Developmental Sequence

4. Phonological knowledge and learning to read

5. Assessing phonological knowledge

(using a Developmental Sequence)

6. Teaching phonological knowledge & pre-ERIK strategies

THE PERI PROGRAM

1. What is Phonological Knowledge?

Phonological Knowledge is the foundation of our understanding of how spoken words translate into written words.

Phonological Knowledge is what we know

about the sound patterns in our words.

It includes:

• being able to learn how to say an unfamiliar word (prosy, baft);

• being aware that words can share the same sound (‘house’, ‘crowd’, ‘bough’);

• knowing that sound blends (‘sl’ , ‘ed’) can be integrated with a word, to create a longer sound sequence; and

• pronouncing ‘conservation’ and ‘conversation’ involves a manipulation (switching) of sounds.

We use phonological knowledge in a range of ways.

• We use it when we learn how to say new words. Eg. “on-o-mat-o-poe-ia”

• We use it to help us remember information for a short time - recalling a phone number.

Eg. we say it over and over to ourselves, rather than trying to remember what it looked like.

• We use it when we read - segmenting, blending, manipulating sounds, using analogy, and …

• We use it when we spell. When we need to spell an unfamiliar word we may segment it into smaller sound groups before we start to write it.

2. Definitions

• In order to clarify exactly what it is we are going to be teaching, we must distinguish between various terms.

Definitions

3. PK Developmental Sequence

Phonological abilities are acquired over several years, from the preschool years to the 3rd and 4th grade levels

(Lenchner, Gerber & Routh 1990 cited in Munro 1998).

Some abilities are prerequisites to reading acquisition, others are learnt in parallel with gains in reading.

The following developmental sequence is derived from the investigations by Lenchner et al. (1990), Maclean et al. (1998), Vandervelden and Siegal (1995) and Yopp (1998), cited in Munro 1998.

You need to be familiar with the 7 levelsof this developmental sequence if you intend to assess, diagnose and/or implement teaching in the area of phonological knowledge.

LEVEL 1

The development of phonological knowledge begins when children learn to communicate orally.

Children learn to:

– imitate words and learn how to pronounce them (eg. ambilance, crinimal);

– remember how words are pronounced;

– remember brief statements (eg. ‘Want more cake’, ‘My dolly in car’)

– remember the names of familiar objects, in both familiar and unfamiliar situations; and

– remember the sequence of names, eg. Jack and Bethany (neighbours).

It should be noted that word pronunciation difficulties are not due exclusively to the development of phonological knowledge (eg. articulation difficulties…).

LEVEL 2

Recognising sound patterns in words.

This may be referred to as implicit or ‘unconscious’ awareness of sound properties.

Children learn to:

• recognise rhyming patterns and produce rhyming words (mat, cat, fat, …);

• recognise alliteration* (“She sells sea shells by the sea shore…”);

• learn songs and nursery rhymes; and

• detect syllables in words by clapping (tapping…) for each syllable, and imitate a simple syllabic pattern (bow-wow, moo-moo...).

* alliteration: repeating the same consonantsound at the beginning of two or more words in close succession. Eg. "PeterPiper picked a peck of pickled peppers …"

LEVEL 3

Recognising syllables and individual sounds in words.

This may be referred to as explicit ‘conscious’

awareness of the sound properties.

LEVEL 3

Children learn to:

• segment words into onset and rime, breaking words at the vowel

(eg. segment ‘flip’ into ‘fl’ + ‘ip’ or ‘cat’ into ‘c’ + ‘at’)

• strip the first sound away from words

(eg. segment ‘stop’ into ‘s-top’);

(Continued…)

LEVEL 3

• isolate a sound within a word (eg. What is the last sound in cat?);

• verbalise the syllables in 2, 3 and 4-syllable words (eg. segment ‘adventure’ into ‘ad-ven-ture’); and

• segment 1-syllable words into individual phonemes (eg. segment ‘cat’ into ‘c-a-t’ and ‘stop’ into ‘s-t-o-p’).

LEVEL 4

Combining or blending sounds into words.

Children learn to:

• integrate onsets and rimes (eg. ‘st’ and ‘op’ into ‘stop’); and

• integrate a string of sounds into a 1-syllable word (eg. ‘c-l-o-t’ to ‘clot’).

LEVEL 5

Manipulating syllables in words

(eg. “Which one sounds like a word you know - ‘pre / tend’ or ‘pr / etend’?”)

LEVEL 6

Manipulating individual sound patterns in more complex ways.

LEVEL 6Children learn to:

• match sounds in two or more words (eg. Do ‘pat’ and ‘pin’ start with the same sound?

Do ‘pig’ and ‘got’ end with the same sound?);

• delete sounds from a word (eg. ‘What word is

left if you take “m” out of “camp”?’);

(Continued…)

LEVEL 6

• recognise a specified sound (eg. ‘What sound do you hear in “plane” but not in “lane”?’);

• substitute a consonant or vowel (eg. ‘Say “mate” but instead of “m” say “l”.’)

• categorise groups of sounds (eg. ‘Sort the vowels in words into long versus short vowels’.)

LEVEL 7

Linking sound and letter information. That is,

recoding letters and strings of letters to sounds and vice versa. This is referred to as

phonological or phonic recoding.

* When we assess a child’s phonological and phonemic knowledge, we are attempting to locate the child on this developmental sequence.

4. PK and Learning to Read

Repeatedly over the last few decades investigations have shown a relationship between children’s awareness of sound patterns in their speech and later reading and spelling ability.

In particular, children’s level of phonemic knowledge has an influence on their ability to learn to recognise written words automatically. The individual sounds and sound patterns that they can recognise in spoken words determine, in large measure, the written letter groups they can learn to recognise automatically.

The maximum number of sounds that a child can process at one time provides an upper limit to the complexity of words the child can learn to read orthographically.

Phonological knowledge provides us with a foundation in three vital areas of learning.

1. It helps us to understand the sound

composition of words; it allows us to:

a) segment a spoken word into sounds (eg. ‘bed’ into ‘b’ ‘e’ ‘d’); and

b) combine or blend segments into a whole word (eg. ‘sh’ ‘o’ ‘p’ into ‘shop’).

2. It helps us to retrieve the names of written words from our oral language word bank.

3. It helps us to hold ideas in our

short-term memory when we read or

spell.

4.1 Pre-literate developments

The journey children make towards learning to read words begins through early communication.

Prior to learning to read, children build and store: meanings; how words and word groups are said; and how they are used.

From using these words and word groups (phrases) children learn to:

• recognise individual words in speech and begin build up a bank of words;

• recognise individual words in speech and begin build up a bank of words.

“cat”

phonological

knowledge

(the sound, how it is said)

visual image + meaning

“purrs, drinks milk, chase mice”

semantic

knowledge

(what it means)

Figure 1. The sound and meaning forms of the word ‘cat’.

Difficulty learning to recognise separate words in speech may restrict building a word-meaning bank.

Phonological knowledge allows children to learn how words are said. Most children do this relatively easily and with little practice.

Those who have difficulty doing this may later have difficulties both in pronouncing words accurately and in recognising words.

Inaccurate representations of spoken words may cause later word recognition difficulties, because the written word would not match the

student’s spoken form.

Many ‘at risk’ readers have difficulty pronouncing accurately multi-syllabic words; they may juxtapose, omit or substitute individual sounds or syllables

(eg. crinimal’ for ‘criminal’).

Once again, we are reminded that word pronunciation difficultiesare not due exclusively to the development of phonological knowledge.

4.2 Early letter-sound links

Children’s increasing awareness of sound

patterns within words, shown through rhyming and alliteration type activities, allows them to use a repeated sound pattern to predict words in stories that use rhyming.

Their ability to segment short spoken words

into smaller sound groups for example, into onset and rime (such as ‘flip’ into ‘fl’ + ‘ip’) leads them to an awareness of single sounds that will be used later as a base for

corresponding letters and letter clusters.

An awareness of individual letters, particularly upper case, begin to appear in children’s attempts at writing at this stage.

The ‘concept of a word’, ‘rhyming’ and ‘onset-rime segmentation’ are all powerful predictors of later reading ability.

Not only do these gains improve word recognition but also reading comprehension.

4.3 Alternative word recognition strategies Beginning to read

To read written words, children need to link written words with how they are said. To link them, that is, to match the letters and the sounds, children need to break the spoken word into individual sounds. This ability is critical in the early stages of learning to read words.

Beginning to read

When first learning to read words, young readers use a range of different strategies (Freebody & Byrne 1988; Stuart & Coltheart1988, cited in Munro 1998), some of which are more useful than others.

Beginning to readThese include:

• selecting and memorising distinctive visual features of words and the context in which they are used and linking these with how they hear the word said (Seymour & MacGregor, cited in Munro 1998).

(Continued…)

Beginning to read

• converting each letter in a word to a sound and then blending the sounds.

• using part of the letter-sound information rather than sounding out the whole word, letter-by-letter (eg. Converting the first few letters of a word to sounds and using contextual information); and

• using a combination of these strategies.

Beginning to read

How do you gradually learn to read words?

The following developmental trend is taken from Munro (1996).

Developmental Sequence

4.4 Recognising letter-groups and words

As children continue to read, build up their knowledge of sound patterns in spoken words and recode systematically written words, they learn to recognise letter clusters rather than individual letters. This increases their word recognition efficiency.

As an example of what is meant here, consider two children A and B reading the word ‘spent’by recoding.

Child Ahas built the ‘sp’ and ‘ent’ letter cluster units

Child Bhas the separate units ‘s’ ‘p’ ‘e’ ‘n’ and ‘t’.

To read ‘spent’, Child A needs to handle two pieces of information, while Child B needs to

handle five.

* Child A may also recognise the clusters ‘sp’ and ‘ent’ in

other words (analogy).

Readers learn these letter clusters by linking their written and sound forms. (Barron 1986; Ehri 1987; Jorm et al. 1984, cited in Munro 1998)

The letter clusters learnt first are those for which children already have the sound patterns.(Treiman 1985, cited in Munro 1998)

Children who don’t learn the sound patterns are less likely to learn the letter clusters. Phonemic segmentation span is a measure of the longest spoken words children can

segment accurately into separate sounds.

For any child this span provides an estimate of the longest words that children can learn automatically.

This strategy applies orthographic knowledge

and is used progressively with more complex words, it does not develop all at once. Therefore, a child may read some words automatically and others by segmentation and letter or letter-group sound recoding.

5. Assessing Phonological Knowledge

5.1 When to use this assessment profile

You can use this profile when you have queries

about whether a child:

• is ‘phonologically ready’ to learn particular aspects of reading and spelling

• has a reading difficulty that may be due to restricted phonological knowledge and therefore requires remediation.

5.2 Assessing Phonological Knowledge with a Developmental Sequence

• The assessment profile consists of the following five major tasks that cover the span of phonological development relevant to early literacy development.

The five tasks are as follows:

Task 1 Acquiring implicit awareness of sound patterns in words

1.1 Recognise rhyming words

1.2 Produce rhyming words

1.3 Recognise rhyming words in prose

1.4 Produce rhyming words in prose

1.5 Recognise words that alliterate

This task is prerequisite knowledge for Task 2.

Task 2 Segmenting words into sounds

To store how words are written, readers need

the corresponding sound knowledge. They

derive this sound knowledge by segmenting

spoken words into smaller units.

2.1 Segment words into onset and rime

2.2 Identify the first sound

2.3 Identify the last sound

2.4 Segment words into syllables

2.4.1 Saying each syllable in order

2.4.2 Syllabic clapping

(Continued…)

2.5 Segment words into individual sounds *

2.5.1 Saying each sound in order

2.5.2 Tapping for each sound

2.5.3 Counting the sounds

Task 3 Sound Blending

Sound blending develops in parallel with Task

2 (it is the reverse of Task 2).

3.1 Blend onset-rime to make a word

3.2 Blend a sequence of sounds *

Task 4 Manipulating sounds within words

After converting written letter clusters to

sounds, readers frequently need to manipulate

the sound patterns in various ways; they need

to manipulate the sound sequence to match it

with spoken words that they know.

4.1 Delete a sound from a word

4.2 Substitute one sound for another

4.3 Segment multi-syllabic words into sounds

Task 5 Phonemic recoding: bridging towritten words

To convert a letter string to a sound sequence,

reader need to use an alphabetic (phonic)

strategy, converting letters to sounds and then

blending with unfamiliar letter strings.

5.1 Say and name individual letters

5.2 Say letter clusters

5.3 Say groups of letter clusters

The five tasks cover the two methods used to assess phonemic awareness (Lenchner et al. 1990; Yopp, 1988, cited in Munro 1998).

Once you have determined a student’s level of phonological knowledge, you may decide to implement teaching activities. A set of follow-up teaching activities is provided for each of the skill areas assessed.

When you are assessing a student’s phonological knowledge there are two questions you need to answer.

• What phonological knowledge can the student show, both by investing attention and automatically?

• What are the longest words (in sounds) to which the student can apply each phonemic awareness ability?

Is the task being performed automatically?

The more attention a student needs to put into

doing any phonological knowledge task, the less the student can use his/her knowledge when learning related aspects of reading, because there are competing demands for attention.

What is the student’s phonological ability?

Some students can apply phonological ability to shorter words (consisting of 3 or 4 sounds) but not to longer words. The tasks used here allow you to examine how well the student can apply each ability to words of increasing sound length.

6. Teaching Phonological Knowledge

Many students display reading disabilities because their phonological knowledge restricts their ability to learn written word patterns. For these students, a necessary area of teaching is phonological knowledge. This teaching provides the foundations necessary for increasing their knowledge of the written word.

The teaching activities have been designed to

be carried out with small groups, on a one-to-one basis or in a classroom situation.

Note: Teaching activities for Task 5 are not

extensive because these are seen as

belonging in the area of teaching children

letter-sound correspondence, and so not within

the scope of teaching phonological knowledge.

These will be addressed as pre-ERIK

strategies, not Phonological strategies.

TEACHING ACTIVITIES (pages 74 – 106)

If you are carrying out the full assessment

profile, it is recommended that you work

through the teaching activities for the

assessment tasks where the student did not receive the maximum score:

or use the guide “What to teach”

1.1 Recognise rhyming words (p.74)

1.2 Produce rhyming words (p.75-76)

1.3 Recognise rhyming words in prose (p.76-77)

1.4 Produce rhyming words in prose (p.77-78)

1.5 Recognise words that alliterate (p.79-80)

To store how words are written, readers need

the corresponding sound knowledge. They

derive this sound knowledge by segmenting

spoken words into smaller units.

2.1 Segment words into onset and rime (p.81-83)

2.2 Identify the first sound (p.83-85)

2.3 Identify the last sound (p.85-86)

2.4 Segment words into syllables (p.86)

2.4.1 Saying each syllable in order (p.86-89)

2.4.2 Syllabic clapping (p.89)

2.5 Segment words into individual sounds (p.89-91)

2.5.1 Saying each sound in order (p.91-94)

2.5.2 Tapping for each sound (p.95)

2.5.3 Counting the sounds (p.96)

Sound blending develops in parallel with Task

2 (it is the reverse of Task 2).

3.1 Blend onset-rime to make a word (p.97)

3.2 Blend a sequence of sounds (p.97-98)

After converting written letter clusters to

sounds, readers frequently need to manipulate

the sound patterns in various ways; they need

to manipulate the sound sequence to match it

with spoken words that they know.

4.1 Delete a sound from a word (p. 99-100)

4.2 Substitute one sound for another (p.100-101)

4.3 Segment multi-syllabic words into sounds (p.101-102)

5.1 Say and name individual letters (p. 103-105)

5.2 Say letter clusters (p.106)

5.3 Say groups of letter clusters (p.106)

The five tasks cover the two methods used to assess phonemic awareness (Lenchner et al. 1990; Yopp, 1988, cited in Munro 1998)

Teaching StrategiesPowerpoint

7. Teaching Pre-ERIK strategies

Bridging to written words

Pre-ERIK strategies

You are ready to teach PERI!

ENJOY, teaching is fun! ☺

PHONOLOGICAL EARLY READING INTERVENTION

(PERI)

and Pre-ERIK strategies

The test (pages 35 – 70)

A selection of tests has been chosen to demonstrate an

aspect of each of the 5 tasks.

The tasks are administered as follows:

1.1 Recognise rhyming words

1.2 Produce rhyming words

1.3 Recognise rhyming words in prose

1.4 Produce rhyming words in prose

1.5 Recognise words that alliterate

1.1 Recognise rhyming wordsPlace Task Sheet 2 in front of the student, with the pictures obscured by a sheet of paper. Show the student the first row of pictures (P1). Say: Look at these four pictures.

Here is a cap, a tap, a pot and a map. Point to each item as you name it.

Now you say their names. Say their names again and pick out the ones that rhyme, the

ones that sound like each other.

If the student answers incorrectly, say ‘cap’ and ‘tap’ both have the ‘ap’ sound. Does

one of the other names have the ‘ap’ sound? Lead the student to identify the picture of the pot as being the odd one out.

Repeat this sequence for the next 4 rows (including P2). In each case say then name of each item first, ask the student to repeat the sequence of names and then ask the student to select the names that sound like each other.

3-sound length cat, pig, mat, hat

4-sound length bunk, nest, vest, pest

5-sound length stamp, clamp, tramp, plank

2.1 Segment words into onset and rime

2.2 Identify the first sound

2.3 Identify the last sound

2.4 Segment words into syllables

2.4.1 Saying each syllable in order

2.4.2 Syllabic clapping

2.5 Segment words into individual sounds *

2.5.1 Saying each sound in order

2.5.2 Tapping for each sound

2.5.3 Counting the sounds

2.2 Identify the first soundPlace Task Sheet 5 in front of the student, with the pictures obscured by a sheet of paper. Show the student the first row of pictures (P1). Say: Look at these pictures. Here

is a boat, a bird, a dog and a bus. Now you say the names of the pictures. Teacher points to the pictures one at a time. Now point to the pictures of the boat, bird, dog and bus again. Say: Which of these names start with the same sound as in ‘boat’? Say their

names again if you want to and listen to how you say them. If this causes difficulty, say:

Look at the first picture. Listen to how you say its name. What sound do you hear first?

Repeat this sequence for the next 4 rows (including P2). Show one row at a time. Cover all other rows. In each case say the names of the four pictures in the row and then say: Now you say the names of the pictures in this row. Pick out the pictures that start with

the same sound as ‘fish’.

3-sound fish feet, bell, fan

4-sound snail slide, stop, table

5-sound plant print, scrub, parrot

Sound blending develops in parallel with Task 2

(it is the reverse of Task 2).

3.1 Blend onset-rime to make a word

3.2 Blend a sequence of sounds

3.1 Blend onset-rime to make a wordSay to the student: We are going to put sounds together to make words. They may be

words you haven’t heard before. Listen to how I put these sounds together to make a

word ‘cl-at’ These sound together make ‘clat’. You do this with ‘pr-in’. Say each part of the word with a very brief pause between them. A rate of one part per second is appropriate.

Repeat this with 4 practice examples. Say: Now have a go at putting these sounds

together to make words: ‘k-elt’, ‘st-og’, ‘h-ib’, ‘sl-unt’.

If necessary, remind the student that the word they need to say may not be one they already know. This is important when children try to make the sound pattern match with a known word. Note whether the student blends each sound sequence automatically or with attention.

Assessment exercises: Repeat the process with the following words:

cr-at t-up j-end gr-ank str-op b-im

4.1 Delete a sound from a word

4.2 Substitute one sound for another

4.3 Segment multi-syllabic words into sounds

4.3 Segment multi-syllabic words into soundsSay to the student: Now we are going to say all of the sounds we hear in longer words like ‘market’ and ‘finish’. First we will break the word into parts and then we will say the sounds we hear in each part. Listen to what I do to ‘market’ - ‘mar-ket’ ‘m-a-r-k-e-t’

Ensure that you pause briefly between the sounds. Avoid saying the unstressed syllable as if it were stressed. You say after me how I say each part – ‘market’ ‘m-a-r-k-e-t’

If the student imitates you correctly, continue. If not, repeat the demonstration and imitation process.

Practice exercise: Ask the student to segment the following words into its individual sounds by first segmenting it into syllable-like parts: Now have a go at these. Say each word after I say it. Break it into parts and say the sounds in each part in order.

disturb enter unfurl perfect mistake

For a correct response, the student needs to say, in order, each sound heard when the word is spoken. This includes both stressed and unstressed sounds. The student is not expected to show a knowledge of how the word is spelt, or the letters that make up the word. Spelling the word and using letter names is discouraged.

(Continued…)

4.3 Segment multi-syllabic words into soundsPossible acceptable responses for each word are shown below. Give each student the appropriate corrective feedback for each response. The unstressed vowel in each word is indicated by *.

Target word Acceptable response

disturb d-i*-s-t-ur-b

enter e-n-t-e* -r

unfurl u*-n-f-ur-l

perfect p-er-f-e*-c-t (adj.) pe* r-f-e-c-t (verb)

mistake m-i* -s-t-a-ke

Repeat the instructions for the following words.

3-syllable length vanish (v-a-n-i-sh) avoid (a* -v-oi-d)

4-syllable length probably (p-r-o-b-a*-b-l-y) similar (s-i-m-i*-l-ar)

5-syllable length unfortunate (u-n-f-or-t-u-n-a*-te) severity (s-e*-v-e-r-i*-t-y)

5.1 Say and name individual letters

5.2 Say letter clusters

5.3 Say groups of letter clusters

The five tasks cover the two methods used to assess phonemic awareness (Lenchner et al. 1990; Yopp, 1988, cited in Munro 1998)

Task 5 Phonemic recoding: bridging to written words

5.2 Say letter clustersPlace Task Sheet 7 in front of the student, with the letter strings ‘gib’, ‘hev’ and ‘blip’shown (P2).

Practice exercise: Say Look at these words. They are unusual words and you may not have heard them before. We are going to read each one. Look at the first one. Point to ‘gib’. This says ‘gib’. Point to ‘hev’. You have a go at reading this word. Give the student the necessary feedback and then repeat this with ‘blip’.

Expose the first row of letter clusters. Point to each letter cluster in turn. Ask the student to read each word. For each words, if the response is correct, note whether it is read rapidly (denote A, for automatic), or if the student takes a longer time (denote AD for attention demanding), or whether the reader says part of the word prior to saying the entire word (eg. spr- sprukt - denote P for part). If it is correct, note the student’s response. Repeat for the 4-letter clusters and then the 5-letter and 6-letter clusters.

3-letter clusters lun sof4-letter clusters slud frag5-letter clusters dront splam6-letter clusters sprukt strond

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