View
228
Download
0
Category
Tags:
Preview:
Citation preview
Learning to read entails…Learning to read entails…
Normally developed language skillsNormally developed language skills Knowledge of phonological structuresKnowledge of phonological structures Knowledge of how written units Knowledge of how written units
connect with spoken units connect with spoken units (alphabetic principle)(alphabetic principle)
Phonological recoding and fluencyPhonological recoding and fluency Print exposure Print exposure Foorman, 2008Foorman, 2008
Phonological (phonemic) Phonological (phonemic) awarenessawareness
Children’s knowledge of the internal Children’s knowledge of the internal sound structures of spoken wordssound structures of spoken words
Correlational AND causal connection Correlational AND causal connection to reading successto reading success
Becomes reciprocal with readingBecomes reciprocal with reading Dialect differences fade with Dialect differences fade with
orthographic experienceorthographic experience Strongest predictor of reading Strongest predictor of reading
success, more than IQ success, more than IQ Foorman, 2008Foorman, 2008
Phonological recoding…Phonological recoding…
Recodings of spellings into Recodings of spellings into pronunciationspronunciations
Main mechanism for word-specific Main mechanism for word-specific learning (self-teaching model)learning (self-teaching model)
Allows words to move from a Allows words to move from a functional to autonomous lexicon; functional to autonomous lexicon; with practice, words become high with practice, words become high frequency, “sight”, automatic frequency, “sight”, automatic
Foorman, 2008Foorman, 2008
The Harm & Seidenberg The Harm & Seidenberg 1999 Model of Reading1999 Model of Reading
PhonologicalKnowledge
Begin by modeling pre-literate phonological knowledgethat children have
Can vary the strength andconsistency of this knowledge
… and simulate the different degreesof phonological ability childrenbring to bear on learning to read
Reading Uses this Reading Uses this Phonological KnowledgePhonological Knowledge
Foorman, 2008Foorman, 2008
PhonologicalKnowledge
Text
The model must mapprint onto this structuredphonological representationto read aloud
The nature of the phonologicalrepresentations influenceswhat is learned during reading
Core result: the phonologicallyimpaired model learns differently
Analysis of the ModelAnalysis of the Model
Spelling
PhonologyThe core impairment is in phonology
… But leads to poor representations between spelling and sound
So effective interventions must target the relationshipbetween spelling and sound Foorman 2008
Spoken Language
Phonological Awareness-Recognizing that sentencesare made up of words-Recognizing word-length-Units in compound words (e.g. cow/boy)-Rhyming-Alliteration (initial sound)-Onsets and rimes-Syllables: Blending Segmenting (counting) Isolating Deleting -Recognizing that words and syllables are made up of individual sounds
Phonemic AwarenessA cognitive skill consisting of three pieces:-the phoneme is an abstract linguistic unit and not a unit of writing-the explicit conscious awareness of that unit- the ability to explicitly manipulate such units
Specific Skills: Isolating phonemes Blending phonemes Segmenting phonemes Deleting phonemes Substituting phonemes
Alphabetic Principle
Bridge between sound and print Speech can be turned into print Print can be turned into speech Letters represent sounds in the
language
Reading ComprehensionGetting meaning from the printed word. Depends on: - understanding language - decoding, the ability to figure out a word’s individual sounds from the visual representation of letter sequences or letter groups that represent individualphonemes
Graphophonic cueing system: individual speech sounds are mapped E.g. b ough t b a t
Torgensen, 2004
Spoken Language
Phonological AwarenessRecognizing that sentencesAre made up of wordsRecognizing word-lengthUnits in compound words(e.g. cow/boy)RhymingAlliteration (initial sound)Onsets and rimesSyllables: Blending Segmenting (counting) Isolating Deleting Recognizing that words and syllables are made up of individual sounds
Phonemic Awareness
A cognitive skill consisting of three pieces-the phoneme is an abstract linguistic unit and not a unit of writing-the explicit, conscious awareness of that unit-the ability to explicitly manipulate such units
Specific Skills:Isolating phonemesBlending phonemesSegmenting phonemesDeleting phonemesSubstituting phonemes
Reading ComprehensionDeriving meaning from the printed word. Dependent on: - understanding language - decoding, the ability to derive a word’s phono- logical representation from sequence of letters or letter groups representing individual phonemes-Grapho-phonic cueing system: individual speech sounds are - mapped E.g. b ough t b a t
Torgensen, 2004
Listening - Speaking - Reading - Writing
Sound-print Connection
Alphabetic Principle
Phonemic Awareness & Phonics (Post NRP)
Research indicates that when instruction in phonemic awareness is quickly paired with phonics instruction involving letters, it strengthens both the students’ phonological awareness skills as well as their knowledge of the alphabetic principle.
(Foorman et al., 2003)
Key understandingsKey understandings
Letters represent sounds. Letters represent sounds. A sound can be represented by one A sound can be represented by one
letter and sometimes by two or more letter and sometimes by two or more letters. letters.
There is variation in how we There is variation in how we represent sounds in words.represent sounds in words.
There is overlap in how we represent There is overlap in how we represent sounds in words.sounds in words.
Pair each group with one of the key understandings.
a) tail eight they say break
b) clown grow
c) tree
d) bat coat
Key understandings (concepts)
Letters represent sounds. /t/ /r/ /ee/ A sound can be represented by one letter and
sometimes by two or more letters. /b/ /a/ /t/ /c/ /oa/ /t/
There is variation in how we represent sounds in words.
came tail say break they eight There is overlap in how we represent sounds in
words. ow = grow clown
McGuinness, 1999
Vowel graphemes (variations/overlap)
‘o-e’
o_e note
oa boat
oe toe
o most
ow grow
ough though
ou soul
‘ow’
ow cow
ou out
ough drought
Consonant graphemes (variations/overlap)
‘k’
k kite
C cat
ck duck
ch Christmas
‘ch’
ch chip
tch match
Skills needed to use a sound symbol system
Segmenting – the ability to separate sounds in words so when you hear the word ‘stop’ you can say the isolated sounds /s/ /t/ /o/ /p/
Blending – the ability to blend sounds into words, so when you hear the sounds /s/ /t/ /o/ /p/ you hear the word ‘stop’
Manipulate phonemes – the ability to manipulate sounds in and out of words, so that when you read ‘blow’ with the sound ‘ou’ as in cow, and you realize it’s not a word, you can drop the ‘ou’ sound and add the sound ‘oe’ and read ‘bloe’ McGuinnes, 1999
Assessment-Driven Early Assessment-Driven Early Instruction Instruction Foorman, Foorman,
20082008 Small-group lessonsSmall-group lessons
Systematic/explicit plan Systematic/explicit plan (PA Sequence) for at-risk (PA Sequence) for at-risk readersreaders
Skills not taught in Skills not taught in isolation; integrated with isolation; integrated with total reading & writing total reading & writing programprogram
Monitor progressMonitor progress
Instruction must be made more powerful for students at risk for reading difficulties.
More instructional time
More powerful instruction involves:
Smaller instructional groups
Clearer and more detailed explanationsMore systematic instructional sequences
More extensive opportunities for guided practiceMore opportunities for error correction and feedback
More precisely targeted at right level
resources
skill
Foorman & Torgesen (2001)
Support Phonemic Awareness Support Phonemic Awareness DevelopmentDevelopment
Offer a Offer a print-rich environmentprint-rich environment in which to in which to interactinteract
EngageEngage children children with printwith print as both as both readers readers and and writerswriters in language activities focusing on both form and in language activities focusing on both form and
content of oral and written languagecontent of oral and written language
Give Give explicit explanationsexplicit explanations to children to aid in to children to aid in the the discoverydiscovery of the alphabetic principle of the alphabetic principle
Provide opportunities to Provide opportunities to practicepractice reading reading and and writing writing for for real reasons in different waysreal reasons in different ways to to promote fluency and independencepromote fluency and independence
Learning outcomes……Learning outcomes……
UnderstandUnderstand the concepts and skills the concepts and skills Perform the skillsPerform the skills needed to use needed to use
the sound-symbol systemthe sound-symbol system Internalize informationInternalize information about the about the
sound-symbol systemsound-symbol system Know theKnow the point of referencepoint of reference is the is the
soundsound, not the letter., not the letter. McGuinness, 1999McGuinness, 1999
Remember…Remember…
““Improvement is a Improvement is a processprocess, not , not an event.” (Elmore, 2004, p.254)an event.” (Elmore, 2004, p.254)
““It matters little what else they It matters little what else they learn in elementary school if learn in elementary school if they do not learn to read at they do not learn to read at grade level.” (Fielding et al., grade level.” (Fielding et al., 2007, p.49) Kenwick School2007, p.49) Kenwick School
Recommended