Language Enhancement and Phonological Strategies in the Classroom Literacy Development in the Early...

Language Enhancement and Phonological

Strategies in the Classroom

Literacy Development in the Literacy Development in the Early Elementary GradesEarly Elementary Grades

Sherry Comerchero. M.S.Ed. CCC-SLPASHA Certified Speech-Language Pathologist

Haverhill Public School Inservice Day- November 2, 2010



“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)

WHAT IS LITERACY?WHAT IS LITERACY?



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



LITERACY “ASSUMPTIONS”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



• 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)

Characteristics of older children with reading difficulties



WHAT IS THE ALPHABETIC PRINCIPLE?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



WHAT IS PHONOLOGICAL AWARENESS?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



PHONOLOGICAL AWARENESS PHONOLOGICAL AWARENESS RESEARCH….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)



Levels of Phonemic Awareness

• 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+)



Phonological Awareness Development

• 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

Entering Kindergarten



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



• 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

How Do Children Learn to Read?



• 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.

PRELITERACY CONCEPT DEVELOPMENT



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



Chall’s (1983) Literacy Stages

Learning to read0 *Preliterate (birth to 6 years) 1 Decoding (grades 1 – 2.5)2 Fluency (grades 2-3)

Reading to Learn3 Comprehension (grades 4-8)4 Multiple Viewpoints (High School)5 Construction & Reconstruction – World View (College)*Emergent Literacy Stage – current



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)



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

Emergent Literacy Skills



• 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

Early Development of Phonological Awareness



• 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 ___”)

RHYME



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



Other Literacy Acquisition Obstacles

Curriculum Practices need to balance• Pendulum Swings• “Reading Wars”• Extreme Phonics• Extreme Whole Language



Primary predictors of literacy achievement

• Written language awareness• Phonological awareness• Letter name knowledge • Grapheme-phoneme correspondence• Literacy motivation • Home literacy

(Justice et al.: Early Literacy Screening)



COMMONLY USED DIAGNOSTIC MEASURES OF WORD READING ABILITY

• Sight word reading ability• Phonetic reading ability• Word reading fluency

(Torgeson, 1998)



More than twenty different phonemic awareness tasks can be grouped into three broad categories:

•Sound comparison tasks•Phonemic segmentation tasks•Phoneme blending skill

ASSESSING PHONEMIC AWARENESS



LINDAMOOD PHONEMESEQUENCING PROGRAM

FORREADING, SPELLING, AND SPEECH

(LIPS)



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



•Help the students understand•What they are about to do: learn to see, hear, and

feelsounds•Why: to make reading and spelling easier by enablingthem to figure out words and check themselves•How teacher and students will word: teacher will askquestions, students will figure out and answer, notguess or memorize•Engage the students by asking questions instead oftelling everything•Be concise

SETTING THE CLIMATE



• 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

SETTING THE CLIMATE (Cont’d)



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)



• 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.)

INTRODUCING BORROWERS



• 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?

TRACKING SEQUENCES OF CONSONANTS (preschool – first grade)



• 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)

Tracking Sounds within Simple Syllables

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