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Investigating literacy teachers' linguistic knowledge Dominik Lukes, Dyslexia Action Daniel Gooch, IoE

Investigating literacy teachers' linguistic knowledge

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Paper presented at the BDA International Conference 2014, Guildford.

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Page 1: Investigating literacy teachers' linguistic knowledge

Investigating literacy teachers'

linguistic knowledge

Dominik Lukes, Dyslexia Action

Daniel Gooch, IoE

Page 2: Investigating literacy teachers' linguistic knowledge

Outline

Page 3: Investigating literacy teachers' linguistic knowledge

Linguistic underpinnings of

literacy

Teacher knowledge

Phonics vs phonology

ILearnRW needs

Page 4: Investigating literacy teachers' linguistic knowledge

“Why do teachers need to

know about the Structure of

Language?”

Townend and Walker, 2006

Page 5: Investigating literacy teachers' linguistic knowledge

“those who were most

comfortable with the course

content were those who

already had some

knowledge of language

structure.”

Page 6: Investigating literacy teachers' linguistic knowledge

“Good teachers should be

made uncomfortable by their

first encounter with the

social and structural

complexity of language.“

Lukes, 2010

Page 7: Investigating literacy teachers' linguistic knowledge

Which reading skills

do you teach most

often?

Page 8: Investigating literacy teachers' linguistic knowledge

“Syllable division”

“Vowels”

“Understanding unfamiliar words from context”

“Finding patterns in words”

“Dividing words into base and suffixes”

Page 9: Investigating literacy teachers' linguistic knowledge

How do you teach

syllables?

Page 10: Investigating literacy teachers' linguistic knowledge

“Wooden letters”

“Cards - physically move things

around”

“Highlight things with pens”

“Marking consonants and vowels in

the text”

“How many beats are there in that

word”

Page 11: Investigating literacy teachers' linguistic knowledge

“Cumulative small steps building

on each other”

“Play games, particularly when a

child is starting to struggle/get

bored”

Page 12: Investigating literacy teachers' linguistic knowledge

What’s missing?

Page 13: Investigating literacy teachers' linguistic knowledge

Pronunciation dictionary

Phonics vs linguistics

Corpus

Dialect variation

Page 14: Investigating literacy teachers' linguistic knowledge

Syllable division

knowledge

Page 15: Investigating literacy teachers' linguistic knowledge

hospital

SWW

hospitable

WSWW

Phonics hos / pit / al hos / pit / a / ble

CEPD hos / pi / tal hos / pit / a / ble

LDP hosp / it / al ho / spit / ab / le

Onset maximization

before phonotatic

constraints

ho / spi / tal ho / spi / ta / ble

Phonic vs. phonological needs for

syllable division

Page 16: Investigating literacy teachers' linguistic knowledge

Phonic vs. phonological needs for

syllable division

kitten

SW

spelling

SW

Phonics kit / ten spel / ling

CEPD kitt / en spell / ing

LDP kitt / en spell / ing

Onset maximization

before phonotatic

constraints

ki / tten spe / lling

Page 17: Investigating literacy teachers' linguistic knowledge

MRC Psycholinguistic Database

Page 18: Investigating literacy teachers' linguistic knowledge

Teacher knowledge of

syllable division does not

match linguistic analysis or

needs of machine readable

representation

Page 19: Investigating literacy teachers' linguistic knowledge
Page 20: Investigating literacy teachers' linguistic knowledge

How do you tell the game where the

boundary is?

Page 21: Investigating literacy teachers' linguistic knowledge

How do you tell a reader which syllables

are open?

Page 22: Investigating literacy teachers' linguistic knowledge

How do you analyze text and find

instances of < ay > = / eɪ / as in day, way

Page 23: Investigating literacy teachers' linguistic knowledge

balloon

2 syllables: bal[short, closed] loon [long, closed]

adding rule

noun, verb

b & l oo n 5 phonemes, 7 letters

stress loon

possible misspellings: baloon, balun, balloonning

possible confusions:

inflectional forms: balloons [noun, verb], ballooning [verb, noun],

ballooned [verb]

derivational forms: balloonist

example sentences

ways of teaching difficulties

Pedagogic knowledge: relative position in a learning programme

Linguistic awareness: frequency (typicality) and relevance to

individual student

Page 24: Investigating literacy teachers' linguistic knowledge

iLearnRW Internal Dictionary

Page 25: Investigating literacy teachers' linguistic knowledge

Teacher decision tree

Page 26: Investigating literacy teachers' linguistic knowledge

Conclusion

Page 27: Investigating literacy teachers' linguistic knowledge

Much of teachers’

knowledge is implicit and

cannot be directly relied on

for expert advice outside the

classroom.

Page 28: Investigating literacy teachers' linguistic knowledge

Teachers’ linguistic

knowledge has to be

represented through proxies

and interaction patterns

rather than algorithmically.

Page 29: Investigating literacy teachers' linguistic knowledge

Teachers and non-teachers

would benefit from tools that

would support their access

to the analysis of language.