Pho/ne/mic A/ware/ness What is it Really? Testing it and Teaching it For Kids Who Struggle By Dr Jason McGowan

PhPhoo/n/nee/m/miiccAA/w/wareare/n/neessss

What is it Really?What is it Really?

Testing it and Teaching itTesting it and Teaching itFor Kids Who StruggleFor Kids Who Struggle

By Dr Jason McGowanBy Dr Jason McGowan

IntroductionIntroduction

Definition:Definition: Keeping it ShortKeeping it Short

Examination:Examination: Keeping it SimpleKeeping it Simple

Instruction:Instruction: Keeping it Keeping it StraightforwardStraightforward

2Phonemic Awareness - What is it Really? Testing it and Teaching it For Kids Who Struggle

DefinitionDefinition

Phonemic AwarenessPhonemic Awareness

An Intuitive Yet Conscious Awareness of the An Intuitive Yet Conscious Awareness of the Smallest Units of Sounds (Phonemes) That Smallest Units of Sounds (Phonemes) That

Make Up Spoken WordsMake Up Spoken Words


ExamplesExamples /b//b/ - a single phoneme - a single phoneme /tr/ - /tr/ - two phonemes blended togethertwo phonemes blended together ““at” – a word made up of two phonemesat” – a word made up of two phonemes ““but” – a word made up of three phonemesbut” – a word made up of three phonemes

Strings of SoundsStrings of Sounds

““psychological”psychological”

A word made up of .......... - How Many Sounds?A word made up of .......... - How Many Sounds?


Psychological – 10 PhonemesPsychological – 10 Phonemes


psy

ch

o

lo

g

i

c

l

A word is a series of discrete phonemes that A word is a series of discrete phonemes that acoustically presents as an overlapping and blended acoustically presents as an overlapping and blended

burst of soundburst of sound

Cat Cat


Phonemic Awareness and Phonemic Awareness and Phonological ProcessingPhonological Processing

Phonological ProcessingPhonological Processing

Refers to the use of phonological information, Refers to the use of phonological information, especially the sound structure of one’s own oral especially the sound structure of one’s own oral language, in processing written language (i.e., reading, language, in processing written language (i.e., reading, writing,) and oral language (listening, speaking) writing,) and oral language (listening, speaking) (Wagner and (Wagner and

Torgesen 1987)Torgesen 1987)

Phonemic Awareness - What is it Really? Testing it and Teaching it For Kids Who

Struggle7

Three Kinds of Phonological Three Kinds of Phonological ProcessingProcessing

Phonological (Phonemic) Awareness Phonological (Phonemic) Awareness

Phonological MemoryPhonological Memory

Automatic Rapid NamingAutomatic Rapid Naming


Struggle8


Refers to the coding of phonological information for Refers to the coding of phonological information for temporary storage in working or short term memorytemporary storage in working or short term memory

Q.Q. How do you remember a phone number that you How do you remember a phone number that you have looked up as you make your way to the phone?have looked up as you make your way to the phone?


Struggle9

Phonological Memory Phonological Memory (cont’d)(cont’d)

A.A. You store the number temporarily in working You store the number temporarily in working memory. You probably do so not by storing a visual memory. You probably do so not by storing a visual representation of the sequence of digits (although you representation of the sequence of digits (although you may be able to do so if you tried) but rather by storing a may be able to do so if you tried) but rather by storing a

phonological representation of the sounds of the digitsphonological representation of the sounds of the digits ..


Struggle10


Refers to the rapid and efficient retrieval of Refers to the rapid and efficient retrieval of phonological code. When reading we retrieve:phonological code. When reading we retrieve:

1.1. Phonemes Associated with Letters or Letter Phonemes Associated with Letters or Letter PairsPairs

2.2. Pronunciations of Common Word SegmentsPronunciations of Common Word Segments

3.3. Pronunciation of Whole WordsPronunciation of Whole Words

Automatic Rapid Naming Automatic Rapid Naming (cont’d)(cont’d)

The efficiency with which we are able to retrieve The efficiency with which we are able to retrieve phonological code associated with individual phonological code associated with individual phonemes, word segments, or entire words will phonemes, word segments, or entire words will determine how useful phonological information determine how useful phonological information is in decoding printed wordsis in decoding printed words


Struggle12

Phonological (Phonemic) Awareness

Phonological Memory

Auto Rapid Naming


Struggle

Automatic Rapid Naming Automatic Rapid Naming (cont’d)(cont’d)

Phonemic AwarenessPhonemic AwarenessAnother DefinitionAnother Definition

Refers to an individual’s awareness of and Refers to an individual’s awareness of and access to the sound structure of his or her oral access to the sound structure of his or her oral

language. (Mattingly 1972)language. (Mattingly 1972)


Struggle14

Strings of SoundsStrings of Sounds

The spoken words of a language represent The spoken words of a language represent strings of phonemes that signal differences of strings of phonemes that signal differences of meaning.meaning.

Cat = /c/ /a/ /t/Cat = /c/ /a/ /t/ Bat = /b/ /a/ /t/Bat = /b/ /a/ /t/


Struggle15

Strings of Sounds Strings of Sounds (cont’d)(cont’d)

Of the nearly infinite number of possible Of the nearly infinite number of possible strings of phonemes that might be represented strings of phonemes that might be represented in an oral language, only a relatively small in an oral language, only a relatively small number actually occur, and these occur (and number actually occur, and these occur (and re-occur) in multiple wordsre-occur) in multiple words

Children who have an awareness of this Children who have an awareness of this structure seem to have an advantage learning structure seem to have an advantage learning to read the printed forms of language to read the printed forms of language


Struggle16

Strings of Sounds Strings of Sounds (cont’d)(cont’d)

This makes sense given that many printed This makes sense given that many printed languages attempt to convey pronunciation as languages attempt to convey pronunciation as well as meaning, and even more so for well as meaning, and even more so for alphabetic languages such as printed English alphabetic languages such as printed English because letters of the alphabet have a rough because letters of the alphabet have a rough correspondence to phonemes.correspondence to phonemes.


Struggle17

Developing AwarenessDeveloping Awareness

As children develop they demonstrateAs children develop they demonstrateawareness for increasingly smallerawareness for increasingly smaller

phonological units of speech. phonological units of speech.


Struggle18

Developing Awareness Developing Awareness (cont’d)(cont’d)

1.1. Word Length Awareness – COW/BOYWord Length Awareness – COW/BOY

2.2. Syllable Awareness – SE/VENSyllable Awareness – SE/VEN

3.3. On-Set and Rime Awareness – S-EV-ENOn-Set and Rime Awareness – S-EV-EN

4.4. Individual Phoneme Awareness - S-E-V-E-NIndividual Phoneme Awareness - S-E-V-E-N


Struggle19

ExaminationExamination

Why Test?Why Test?

1.1. There are clear implications for interventionThere are clear implications for intervention

Many children who are weak in phonological Many children who are weak in phonological awareness show improved reading performance awareness show improved reading performance after being given intervention designed to improved after being given intervention designed to improved their phonological awareness (Ball and Blachman their phonological awareness (Ball and Blachman 1991)1991)


Struggle20

Why Test? Why Test? (cont’d)(cont’d)

Reading approaches that feature systematic explicit Reading approaches that feature systematic explicit instruction in phonological awareness and phonetic instruction in phonological awareness and phonetic decoding skills produce stronger reading growth in decoding skills produce stronger reading growth in children who are weak in phonological awareness children who are weak in phonological awareness compared with reading approaches that do not teach compared with reading approaches that do not teach these skills explicitly. (Torgesen, Wagner and these skills explicitly. (Torgesen, Wagner and Rashotte 1997)Rashotte 1997)


Struggle21


2.2. To Inform InstructionTo Inform Instruction

Testing phonemic awareness allows for the further Testing phonemic awareness allows for the further identification of the sub components that may be weak.identification of the sub components that may be weak.

BlendingBlending SegmentingSegmenting ElisionElision Sound MatchingSound Matching


3.3. There are many activities available toThere are many activities available totrain the various components of train the various components of

phonemic awareness.phonemic awareness.

Which Tests Are Best?Which Tests Are Best?

There are a number of helpful test instrumentsThere are a number of helpful test instruments

The TAAS The TAAS The SutherlandThe Sutherland TOPASTOPAS HAPP-3HAPP-3 Khan-Lewis AnalysisKhan-Lewis Analysis CTOPPCTOPP


Struggle24

Which Tests are Best?Which Tests are Best? (cont’d)(cont’d)

The CTOPPThe CTOPP ComprehensiveComprehensive Clearly defines and separates Phonemic Clearly defines and separates Phonemic

Awareness, Phonological Memory and Automatic Awareness, Phonological Memory and Automatic Rapid NamingRapid Naming

Provides Discrepancy Formulas to determine Provides Discrepancy Formulas to determine statistically significant disparities between the statistically significant disparities between the three composite areasthree composite areas

Directly Informs InstructionDirectly Informs Instruction


Struggle25

Who To TestWho To Test

PreventionPrevention Young Children Young Children At Risk ChildrenAt Risk Children

DiagnosticDiagnostic

Deficient Readers of Any AgeDeficient Readers of Any Age Underdeveloping ChildrenUnderdeveloping Children


Struggle26

InstructionInstruction

For children in which there is a direct link For children in which there is a direct link between deficient phonological processing and between deficient phonological processing and poor reading phonological processing may be poor reading phonological processing may be

better taught as a discrete unit of workbetter taught as a discrete unit of work


Struggle27

ReadingReadingInstructionInstruction

Decoding/EncodingDecoding/EncodingWord AttackWord Attack

PhonologicalProcessing

Assisted Oral Reading / Repeated Reading Strategies

Reading InstructionFluency/Vocabulary

ComprehensionReading Volume

INTERVENTION

Phonological Processing Training is not Phonological Processing Training is not necessarily the same as reading instructionnecessarily the same as reading instruction

Phonological Processing represents a set of Phonological Processing represents a set of neural conditions that must be present in order neural conditions that must be present in order

for instruction to be effectivefor instruction to be effective


Struggle29

Phonological Processing TrainingPhonological Processing Training16 Skill Areas16 Skill Areas

Phonological (Phonemic) AwarenessPhonological (Phonemic) Awareness

BlendingBlending SegmentingSegmenting ElisionElision Sound Matching Sound Matching Phonemic ReversalPhonemic Reversal


Struggle30

Phonological Processing TrainingPhonological Processing Training16 Skill Areas 16 Skill Areas (cont’d)(cont’d)


Memory for DigitsMemory for Digits Memory for Letter NamesMemory for Letter Names Memory for PhonemesMemory for Phonemes Non Word RepetitionNon Word Repetition Beat and Rhythm RepetitionBeat and Rhythm Repetition


Struggle31

Phonological Processing TrainingPhonological Processing Training16 Skill Areas 16 Skill Areas (cont’d)(cont’d)


Rapid Colour NamingRapid Colour Naming Rapid Digit NamingRapid Digit Naming Rapid Object NamingRapid Object Naming Rapid Letter NamingRapid Letter Naming Rapid Whole Word NamingRapid Whole Word Naming Rapid V/C Pattern NamingRapid V/C Pattern Naming


Struggle32

Additional ActivitiesAdditional Activities

Invented SpellingInvented Spelling On Set and RimeOn Set and Rime RhymingRhyming GamesGames AlliterationAlliteration


Struggle33

Helpful StrategiesHelpful Strategies

Sequential RepetitionSequential Repetition M3SW (Multisensory Say Sound Spell Write)M3SW (Multisensory Say Sound Spell Write) Build Ups Build Ups Synthetic PhonicsSynthetic Phonics Analytical PhonicsAnalytical Phonics


Struggle34

Helpful InterventionsHelpful Interventions

GreatLeaps GreatLeaps RAVE-O RAVE-O Discover Intensive Phonics Discover Intensive Phonics BrainskillsBrainskills PACEPACE PACTPACT SensationalSensational READCARE READCARE


Struggle35

Some of these are also reading instruction programsSome of these are also reading instruction programs

Questions!Questions!


Struggle36

Thank YouThank You


Struggle37

Documents

Pho/ne/mic A/ware/ness What is it Really? Testing it and Teaching it For Kids Who Struggle By Dr Jason McGowan