Phonemic Awareness Tx Teresa A. Ukrainetz, Ph.D. University of
Wyoming
OSHA Convention, Salem OR October 2016 1
Phon Aware Tx 1
Nowadays
Teresa A. Ukrainetz, Ph.D., S-LP(C)
University of Wyoming
[email protected]
Phon Aware Tx 2
The Plan
Learner Outcomes
1. Know the research evidence for
specific aspects of phonemic
awareness instrucMon.
2. Plan phonemic awareness targets,
procedures, and acMviMes for
preschoolers and kindergartners.
3. Scaffold young learners to reach
advanced skills of phoneme
segmentaMon and blending.
Phon Aware Tx 3
Text Comprehension 4
P.O. Box 163 • Eau Claire, WI 54702-0163 ISBN 1-932054-47-2
1.800.225.GROW (4769) • Fax 1.800.828.8885 •
www.ThinkingPublications.com
COMMUNICATION SOLUTIONS THAT CHANGE LIVES®
C ontextualized
krainetz
“Provides a model for how to clearly connect theory, research, and
clinical application. It is readable and well organized, and the
topics covered are timely, relevant, comprehensive, and important
for clinical practice, especially with regard to provision of
services in educational environments…The contributors are
recognized as leaders in their areas of expertise.”
Vicki A. Reed, EdD, CCC-SLP James Madison University
“A beginning clinician who is using this book in a graduate-level
language course will go into the school setting equipped not only
with excellent tools (RISE), but also with a better understanding
of how to work toward helping students achieve standards or
benchmarks.”
Janet C. S. Harrison, PhD, CCC-SLP Purdue University
“I was mesmerized…An incredible collection of top-notch
intervention!” Judy K. Montgomery, PhD, CCC-SLP
Chapman University
Dr. Ukrainetz has selected an outstanding corps of contributors to
develop a cutting-edge reference on theory and practice in language
and literacy
intervention. Contextualized Language Intervention lives up to its
promise by grounding practical intervention strategies in sound
theory and research.
Chapter Topics Contextualized skill framework Literature-based
units Vocabulary Grammar Narrative Exposition Peer interaction
Classroom discourse Emergent literacy Phonemic awareness Fluency
and motivation Text comprehension Self-regulated writing
Contributing Authors Teresa A. Ukrainetz, PhD, S-LP(C), Editor
Anthony S. Bashir, PhD, CCC-SLP Bonnie Brinton, PhD, CCC-SLP Sarita
Eisenberg, PhD, CCC-SLP Helen Ezell, PhD, CCC-SLP Martin Fujiki,
PhD, CCC-SLP Ronald B. Gillam, PhD, CCC-SLP Laura M. Justice, PhD,
CCC-SLP Susan B. Leahy, EdD Nickola Wolf Nelson, PhD, CCC-SLP
Catherine L. Ross, MS, CCC-SLP Bonnie Singer, PhD, CCC-SLP Lori
Skibbe, MA Adelia Van Meter, MS, CCC-SLP Carol Westby, PhD
From: Pro-Ed
[email protected] http://www.uwyo.edu/
Phonemic Awareness
• Understanding that speech is composed
of minimal units of sound that
are separable and manipulable –
and ability to conduct those
separa7ons and manipula7ons
• Phoneme = a minimally contrasMve
unit of speech dogs =
/d/ /aw/ /g/ /z/ clogs =
/k/ /l/ /aw/ /g/ /z/
– /r/ and /l/ are phonemes in
English, but not Japanese – /ph/
and /p/ are only phones in
English
Phon Aware Tx 6
1. Phonemic awareness
Plus 2. Onset - rime
(/d/-/awg/, /bl/-/awg/) 3. Syllables
(/ba/-/na/-/na/)
Plus sort of but not really:
1. Words (hot-dog, I see mom) ←
involves meaning 2. Environmental sounds
(tweet-tweet) ← not speech
BUT NOT THE SOUNDS OF LETTERS
Phonemic Awareness Tx Teresa A. Ukrainetz, Ph.D. University of
Wyoming
OSHA Convention, Salem OR October 2016 2
Phon Aware Tx 7
• Phones • Phonemes • Phonemic awareness
• Phonological awareness • Phonological
processing
• Phonology • Phonological producMon •
Phonological disorder
• PhoneMc spelling • Phonics • AlphabeMc
principle • Graphemes • Orthographic
knowledge
Phon Aware Tx 8
Phonemic Awareness in Reading
• In scienMfically-based curricula • In
NICHD (2000) report as 5 big
areas of reading:
– Phonemic awareness, phonics, vocabulary,
comprehension, fluency
• In simple view of reading –
In the Decode part of Decode +
Comprehend
• In DIBELS progress tesMng for K-1
– First phoneme matching, phoneme
segmenMng
• In actual teacher pracMces – Classroom
reading curricula and instrucMon
Increasing Levels of Phonemic Awareness
Ukrainetz, Nuspl, Wilkerson, & Beddes
(2011) PreK tx study on
teaching phonemic vs syllable
awareness • Data collected
in 2005 and 2007 • No formal
instrucMon in the daycares Results
• Big increase on first phoneme
isolaVng:
– 2005, n = 15, pre-test mn =
1.2 (2.0), 0 ≥ 8/10 – 2007,
n = 24, pre-test mn =
5.3 (4.2), 12 ≥ 8/10 – t(37)
= 3.528, p = .001, d =
1.19
• Variable acoss children, with trend
to increase, but staMsMcally stable
on leier names: – 2005, pre-test
mn = 14.9 (10.5) – 2007,
pre-test mn = 20.1 (8.7) –
not sig diff, d = 0.50
PhonAwarePlus Tx 9 5330 Phon Aware Tx
10
So What Should SLPs Do?
• Formally our domain as an oral
language skill important for reading
• Used to teach teachers about it
but no longer • SMll our
domain for children with language
disorders • But need to be
strategic and efficient in tx,
doing only
what is needed for as long as
needed
For once, we may need to do
less rather than more!
Phon Aware Tx 11
3-4 yrs: Sounds & sentences
tasks ⇓
4-5 yrs: Rhyme & syllable tasks
⇓
5-6 yrs: First phoneme tasks ⇓
6-7 yrs: All other phoneme tasks
in monosyllablic words ⇓
8 yrs+: All other phoneme tasks
in mulMsyllabic words
Phon Aware Tx 12
3-4 yrs: First phoneme tasks ⇓
4-5 yrs: First phoneme, rhyme,
syllable tasks ⇓
5-6 yrs: Phoneme segment & blend
in monosyllabic words ⇓
7 yrs+: Other phoneme tasks in
monosyllables & mulMsyllabic words
Phonemic Awareness Tx Teresa A. Ukrainetz, Ph.D. University of
Wyoming
OSHA Convention, Salem OR October 2016 3
So What to Teach?
For EffecMveness and Efficiency?
Phon Aware Tx 13
Common Core Standards & Decoding
• Reading code skills paramount in
NCLB
– Improved early basic reading performance
across naMon • AienMon shimed to
comprehension and composiMon with
Common Core (NaMonal Governors AssociaMon
Center for Best PracMces and
the Council of Chief State
School Officers, 2010)
The Common Core’s emphasis on
high-level comprehension skills calls
for a reversal of NCLB’s focus
on decoding and low-level literacy
skills (Calkins et al., 2012,
p. 29)
Phon Aware Tx 14
English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
Common Core Language Arts Categories
Reading Standards And the Rest
Reading: Foundational Skills Writing
• Print Concepts • Phonological Awareness • Phonics and Word
Recognition • Fluency
• Text Types and Purposes • Production and Distribution of Writing
• Research to Build and Present Knowledge • Range of Writing
Reading Literature and Informational Text
Speaking and Listening
• Key Ideas and Details • Craft and Structure • Integration of
Knowledge and
Ideas • Range of Reading and Level of
Text • Complexity
Language
• Conventions of Standard English • Knowledge of Language •
Vocabulary Acquisition and Use
Ukrainetz Contextualized Tx & Common
Core 15
Common Core Kindergarten Standards
Demonstrate understanding of spoken words,
syllables, and sounds (phonemes) 1.
Recognize and produce rhyming words X
2. Count, pronounce, blend, and
segment syllables in
spoken words X 3.
Blend and segment onsets and rimes
of single-syllable
spoken words J 4.
Isolate and pronounce the iniMal,
medial vowel, and
final sounds in three-phoneme (CVC)
words ( not including final
/l/, /r/, or /x/) J
5. Add or subsMtute individual phonemes
in simple, one- syllable words to
make new words J
Ukrainetz Contextualized Tx & Common
Core 16
First Grade Standards Demonstrate
understanding of spoken words,
syllables, and sounds (phonemes)
J
1. DisMnguish long from short vowel
sounds in spoken single-syllable
words
2. Orally produce single-syllable words by
blending sounds, including consonant
blends
3. Isolate and pronounce iniMal, medial
vowel, and final sounds in
spoken single-syllable words
4. Segment spoken single-syllable words
into their complete sequence of
individual sounds
Phon Aware Tx 17
Standards & Research Evidence
• Phoneme isolaMon, segmenMng, and blending
for simple words needed for
reading and spelling
• First grade standards make sense •
Lack of second grade fancy task
standards make sense • BUT
kindergarten standards include opMonal
skills, adding
unnecessary complexity and work
Don’t interpret the CCSS [Common
Core] as a mandate to shoehorn
more stuff into an already
overcrowded curriculum (Calkins et
al., 2012, p. 182)
Ukrainetz Contextualized Tx & Common
Core 18
Phonemic Awareness Tx Teresa A. Ukrainetz, Ph.D. University of
Wyoming
OSHA Convention, Salem OR October 2016 4
Phon Aware Tx 19
Past PracVces
• Teach phonological awareness –
Syllables and rhyme are obvious and
easy – Entry into speech sound
awareness
• Start with these large speech units
– For preschoolers – K-1 tx
progression – IniMate minimal
speech unit amer mastery of
larger unit
• Phoneme achievements – Preschoolers culminate
with first sound introducMon – K
could master first sound tasks
– 1st could master simple segmenMng
Phon Aware Tx 20
Revising the RecommendaVons – Start
and Stay with Phonemes
• Larger speech units not an easier
entry – Rhyme and syllable
not needed for early reading/spelling
– Nor for entry into phonemes
– Some first phoneme tasks very easy
– Syllable to phoneme segmenMng
confusing
• Right from the get-go – Start
with phonemes for K and
preschoolers – Use rhyme incidentally
to highlight sounds of words
• Phoneme achievements – Pre-K can master
first sounds (many w/o explicit
instrucMon) – K can master simple
segmenMng
So that should save 7me!
Phon Aware Tx 21
Tasks to Teach
1. IsolaMng first, middle, final phonemes
2. Matching first, middle, final
phonemes 3. SegmenMng simple words
into phonemes 4. Blending simple
words from phonemes
Just teaching these should save 7me.
And Even Phoneme Order Not Strict
1. Visible and conMnuant consonants
/m/, /b/, /f/, /s/… 2. Not visible
but salient consonants:
/g/, /n/, /sh/, /dz/… 3. Word iniMal
consonant clusters and tense vowels:
/sp/, /sm/, /sk/, /i/, /u/… 4.
Everything else
/r/, /l/, /w/, /j/ /sl/,/gr/, /tw/
/a/, /aw/, /E/ V-/sk/,
V-/nk/, V-/gz/
Guide to task order OR to
support and expecta7ons
5330 PhonAwarePlus Tx 22
Phon Aware Tx 23
Making Tasks Harder or Easier
• Tasks can be made harder by
increasing cogniMve and memory
demands
• e.g., phoneme matching – Match from
two words – Match from
four words – With or without
pictures – With known or unknown
vocabulary
What About These Fancy Tasks?
1. DeleMng and subsMtuMng (change the
/g/ in blog to /t/ ) 2.
MulMsyllabic words (extraordinary, inspira7onal)
3. DeleMng and subsMtuMng communicaMvely
(Pig LaMn)
Maybe benefits, but not as phonemic
awareness per se • Phonemic
awareness contributes liile to
reading ability
beyond 3rd grade level • Advanced
phonemic awareness tasks involve
cogniMve
operaMons, memory, and spelling • Reading
and spelling experiences improve
phonemic
awareness
Phonemic Awareness Tx Teresa A. Ukrainetz, Ph.D. University of
Wyoming
OSHA Convention, Salem OR October 2016 5
Phon Aware Tx 25
Fancy Phonemic Awareness Tasks for
Reading and Spelling
• Long words NOT read or spelled
leier by leier – Syllabic, morphemic
chunks, and MGRs
• And listening hard can make your
spelling worse! • buPer, been, words
• /u/ as in moo, through, do,
lieu, new, blue, tune
• What about all that work holding
exclama7on in mind while sounding
it out and moving blocks
around? More on that to come…
PhonAwarePlus Tx 26 5330
Phon Aware Tx 27 Phon Aware Tx
28
Who Should Get Phonemic Awareness
Tx?
• Children on our IEPed caseload
(Tier III) – First phoneme awareness
for preschool – Basic phonemic
awareness for K-2, depending... –
Fancy phonemic awareness for 3+,
depending...
• Basic phonemic awareness part of
Tier I and II reading
instrucMon – Check on explicitness and
quality – Possibly parMcipate in
Tier II remediaMon
You can be an extra pair of
hands, but don’t you have
something else you should be doing?
Phon Aware Tx 29
Phonemic Awareness Tx Need
• Basic phonemic awareness (isolaMng,
segmenMng, blending) • Indicators:
– Low on first phoneme isolaMng or
matching in late preschool or
early K
– Low on phoneme segmenMng in late
K – Spelling is pre-phoneMc or
missing phonemes:
m mom ab cat sa sun
pas place fat fast
Phon Aware Tx 30
Phonemic Awareness Tx Teresa A. Ukrainetz, Ph.D. University of
Wyoming
OSHA Convention, Salem OR October 2016 6
Phon Aware Tx 31
Overview of Phonemic Awareness InstrucVon
1. A culminaMon of a verMcal
hierarchy of environmental sound,
word, syllable, rhyme, and phoneme
acMviMes
2. Hierarchical verVcally-ordered discrete
single-skill phoneme tasks
3. Cycled horizontally-ordered and integrated
mix of contextualized and discrete
phoneme tasks
Phon Aware Tx 32
– Rhymes – Preschool joke talk – Pig
LaMn
• Talk about text – Let’s read a
story – Let’s write a story
Phon Aware Tx 33
Remember the Reciprocal RelaVonship
1. Name play – No materials needed
2. Contrived drill-games – Matching, Fishing,
Guess-the-Word – ArMc cards,
phonology cards, plasMc food, puzzles
3. Shared books – Aphabet – AlliteraMve
– Rhyming
4. Message WriMng – WriMng to dictaMon,
child wriMng – White board, paper,
or computer
Phon Aware Tx 35
Phonemic Awareness Tx Teresa A. Ukrainetz, Ph.D. University of
Wyoming
OSHA Convention, Salem OR October 2016 7
Phon Aware Tx 37
• Big BEAR buys a bike • Liile
BEAR buys a bike
Phon Aware Tx 39 Rhyming Books
Phon Aware Tx 40
• Use rhyme as a tool not as
a tx objecMve
Phon Aware Tx 41
Talking about Speech Sounds during
Book Sharing
There was a boy named Fred. He
didn’t want to go to bed.
• What are the rhyming words?
• What is the first sound of
Fred and bed? • Let’s count
the sounds in Fred and bed,
get your fingers
ready. Which is longer? • I’m
going to say the sounds of
another word that
rhymes with Fred and shed. /r-E-d/
Phon Aware Tx 42
Phonemic Awareness Tx Teresa A. Ukrainetz, Ph.D. University of
Wyoming
OSHA Convention, Salem OR October 2016 8
Phon Aware Tx 43
Talking about Speech Sounds while
Message WriVng
• Let’s write Happy Birthday Mom. •
What is the first sound in
happy? I will write that. •
Let’s say all the sounds in
happy. Fingers ready? /h-ae-
p-i/ 4 sounds, I will write
the leiers. • There should be
4 leiers for 4 sounds, but
wriMng is
funny someMmes, 4 sounds, 5 leiers!
CriVcal Tx Features: RISE
Explicit Skill Focus Learner Factor:
AienMon, MoMvaMon & Engagement
SPPA5330 FoundaMons of Language Tx
44
How Much R-I-S-E+? Regular à Supportive à
Intervention Contexts
R Few ⇒ Some ⇒ Many
Frequent; Short ⇒ Middling ⇒ Long
S Little ⇒ Some ⇒ Lots
E Implicit ⇒ Explicit ⇒ Meta
Passive & minimal ⇒ Motivated attentive ⇒ Self-directed
&
sustained engagement SPPA5330 FoundaMons of Language
Tx 45 Phon Aware Tx 46
RISE+ in Book Sharing Tx
Repeated Opps
Isolate + segment 2 words / pg
for 5 pgs = 20 opps
Intensity Grps of 2-3 ch, 30
min/wk for 8-10 weeks
SystemaMc Support
Structural scaffolds: Rhyme to highlight
form > content; leiers to
represent phonemes; simple single
skill games Interac7ve scaffolds:
Wait for answer, stress sound,
give hand cues, model, expand
part to full segmentaMon
Explicit Skill Focus
+ Learner Factor
Children’s literature, clear link of
skill to purposeful reading
Two EffecVve Approaches to Phonemic
Awareness InstrucVon
1. Skill Mastery – Hierarchical
verMcally-ordered discrete single-skill
phoneme tasks AKA Skill
mastery, Clinician-directed
2. Integrated MulVple Skill – Cycled
horizontally-ordered mix of
contextualized and discrete phoneme
tasks AKA Whole-part, Hybrid,
Contextualized Skill
Both linked to print and spelling
experiences And with some
form of classroom instrucMon
PhonAwarePlus Tx 47 5330
Guide to Task Order OR Task
Support 1. Visible and conMnuant
consonants
/m/, /b/, /f/, /s/… 2. Not visible
but salient consonants:
/g/, /n/, /sh/, /dz/… 3. Word iniMal
consonant clusters and tense vowels:
/sp/, /sm/, /sk/, /i/, /u/… 4.
Everything else
/r/, /l/, /w/, /j/ /sl/,/gr/,
/tw/ /a/, /aw/,
/E/ V-/sk/, V-/nk/,
V-/gz/
• In simple word shapes: CVC à
CV, CVCV, CCVC à VC,
CVCC • SomeMmes in challenging
words: Teresa, Veronica, Nadia
5330 PhonAwarePlus Tx 48
Phonemic Awareness Tx Teresa A. Ukrainetz, Ph.D. University of
Wyoming
OSHA Convention, Salem OR October 2016 9
Tx Reminders
• Repeat, emphasize, or extend isolated
consonants • Isolated stop consonants
impossible, but minimize
following vowel to short schwa •
Have fun with long names but
don’t expect accuracy
• AGAIN, SOUNDS OF SPEECH NOT SOUNDS
OF LETTERS despite – Purpose
is read and write not speak
and listen – Teaching in a
print context – Teaching along
with sound-leier instrucMon
Phon Aware Tx 49
Phon Aware Tx 50 Carson et al.
(2013)
Week Skill Activities
4 & 5 Phoneme
phoneme and consonant clusters to extend students
6 & 7 Phoneme
phoneme and consonant clusters to extend students
8 & 9 Phoneme
sounds in words to create new words
10 Review Reviewed prior 9 wks with focus on phoneme
segmenting
and blending
MulVple Skill
b. Naming
c. Book
c. Book has four skill tasks
d. Game has one primary skill task
d. Specific answer from each child
2 a. Open Skill Qn
b. Naming
different skill tasks
b. Naming
c. Writing
tasks
Phon Aware Tx 51
Ukrainetz et al. (2009)
Phon Aware Tx 52
VerVcal vs Horizontal Task Order
VerVcal: /b/à/b-a/à/b-a-d/ • Single
subskill or task
focus • Contrived, controlled
before the next • Minimal instructor
support during task
foci • Purposeful, complex tasks • Varied
difficulty • Varied performance
across tasks • InteracMve scaffolding
Why Horizontal?
• VerMcal discrete skill is convenMonal
approach that is simpler to
execute and collect data in
structured, contrived games
• Horizontal requires a skilled clinician
to dynamically scaffold child in
purposeful and complex acMviMes
Why bother?
Phon Aware Tx 54
Why I Like Horizontal
• AlternaMve to verMcal • Less advance
planning • Learned more like in
daily life • Taught like other
language skills • Allows child
self-regulated learning • Allows SLP
to respond to need in the
moment • Allows variaMon in level
within a group • Links to use
in books and message wriMng •
More interesMng for everyone
Phonemic Awareness Tx Teresa A. Ukrainetz, Ph.D. University of
Wyoming
OSHA Convention, Salem OR October 2016 10
Phon Aware Tx 55
• Horizontal ordering – Integral part –
From imitaMon to independence
• VerMcal ordering – Light scaffolding
possible – Heavy to moderate
indicates need to back up
Phon Aware Tx 56
Scaffolding Phoneme IsolaVon
Heavy Isolate and exaggerate phoneme in isolation and in the word,
point to mouth and tell children to look, say the correct response,
elicit response from child.
What is the first sound in milk, /m/m/m/m/m/ milk? Watch my mouth,
/m/m/m/m/ilk. The first sound is /m/. You say /m/.
Moderate Isolate phoneme and exaggerate, point to mouth and tell
children to look, exaggerate phoneme in word (use two or more
depending on need).
What is the first sound in milk? /m/m/m/m/ milk? (point to
mouth).
Phon Aware Tx 57
Light Emphasize beginning phoneme in the word.
What is the first sound in milk?
None Ask the question What is the first sound in milk?
Arriving at Independence for IsolaVon
Phon Aware Tx 58
Scaffolding Beyond The First A_empt
High Scaffolding: SLP: Okay Amanda, here’s another one for you.
What’s the first sound, Amanda, look at me. What’s the first sound
in dare? A: Don’t you dare! SLP: What’s the first sound in dare? A:
/g-g-g/ SLP: Look at my mouth -- /d-d/ A: D SLP: D is the letter.
The sound is /d/ A: /d/ SLP: Good job! /d/ is the first sound in
dare
Phon Aware Tx 59
Scaffolding SegmenVng Heavy Isolate and raise finger
for
each phoneme in the word. The child copies and counts. Confirm
correct number, repeat segmented sounds.
The word is red. Get your fists ready to count the sounds. /r/
(raise one finger) Say the sounds with me. /E/ (raise second
finger). Yes, /r/ / E/ /d/. How many sounds? Count my fingers.
Right three sounds. /r/ /E/ /d/
Moderate Get mouth ready for first phoneme, but pause for children
to say it, raise finger, then mouth sound but pause for the other
phonemes. Have child tell how many phonemes.
The word is red. Get your fists ready. You say the sounds this time
(mouth /r/ and raise finger). /E/ (raise finger), /d/ (raise
finger)? Yes, /r/ /E/ /d/. How many sounds? Phon Aware
Tx 60
Arriving at Independent SegmenVng
Light Get the mouth ready to say each phoneme. Raise finger for
each phoneme. Say aloud only the middle sounds.
The word is red. Get your fists ready. (mouth the sound / r/), /e/,
(raise fingers), (mouth / d/). Yes, /r/ /e/ /d/. How many
sounds?
None Ask the question. Say the sounds in red.
Phonemic Awareness Tx Teresa A. Ukrainetz, Ph.D. University of
Wyoming
OSHA Convention, Salem OR October 2016 11
Phon Aware Tx 61
Scaffolding SegmenVng a Simple Word
Light Scaffolding, Simple Word: SLP: How many sounds are in the
word the? Show me the sounds. Tap my fingers and show me. J: /th-e/
SLP: Yes! /th-e/, /th-e/. Two sounds.
Phon Aware Tx 62
Scaffolding SegmenVng a Hard Word
Light Scaffolding, Complex Word: SLP: What’s the next word? J:
Titanic SLP: Titanic! That has a lot of sounds in it. What do you
think the first sound is? J: /T-i-tan-i-c/ (sticks out five fingers
as he says sounds). SLP: Good! You counted most of the sounds. J:
There’s five sounds. SLP: Okay, that was good for such a long
word.
Scaffolding Tips for Young Children
• In the zone – Enough help
for success with effort; vary
effort vs success
– Recognize parMal and increasing
correctness • Blending – Closed
choices with rhyming/pictures/objects
• SegmentaMon
– Mouth and finger assists segmentaMon
– Present the correct model but
accept approximaMons – For preschoolers,
aim is idea of phoneme
segmentaMon and embedded isolaMon
opps
PhonAwarePlus Tx 63 5330
IniVaVng Speech Sound Awareness
• Listening pracMce, but on phonemes
• Becoming aware of mouth and
ear • Isolated phoneme pracMce,
but Med to word context •
Choral and individual, for a few
minutes • First sound in my
name, Teresa, /t-t-t-t-t/ (point
to my
mouth) everyone say this together… •
Use salient phoneme contrasts – /p/
vs /s/ vs /n/
PhonAwarePlus Tx 64 5330
Phon Aware Tx 65
How Much?
For 3 months? 2 years? 15
min a week? 60 min a
week?
Phon Aware Tx 66
How Much – The Teaching
Episode & Tx Dosage
• To determine intensity, think about
drug dosages • AcMve treatment
element in its minimal unit
– Teaching episode = IniMaMon+Response+EvaluaMon
• A dosage framework (Warren,
Yoder, & Fey, 2007)
– Dose: 1 session – Form: Nature of
acMviMes in session – Strength:
Number of episodes in 1 dose
– Frequency: Number of doses per
week – DuraMon: Number of weeks
of does – Total intensity: DuraMon
x Frequency x Strength
Phonemic Awareness Tx Teresa A. Ukrainetz, Ph.D. University of
Wyoming
OSHA Convention, Salem OR October 2016 12
Phon Aware Tx 67
Beyond the Basic IRE Episode • IRE
plus
– Clinician model without response – Peer
response heard as model – Choral
response belonging to whom?
• MulMple task episodes – Let’s see
if sun and slow match. What
is the first sound in sun?
[match + isolate]
– Let’s say the all the sounds
in sun. You start, the first
sound is-- [segment +
isolate]
– What am I holding in this
bag? /P-i-ch/. Peach. Your turn.
You say the sounds in the
next word and I will guess.
[blend + isolate]
Phon Aware Tx 68
Intensity Evidence to 2001
• Large number of controlled studies
have obtained significant and large
gains
• Intensity has varied considerably: –
Session lengths of 15 to 90
minutes – Frequencies of 1 to
5 Mmes weekly – DuraMons of 4
to 32 weeks – Individual, group,
and whole class arrangements
– Learners from 4 to 8 years,
of a range of abiliMes
• No report of number of teaching
episodes • Rarely treatment
fidelity or child aiendance info
Phon Aware Tx 69
Ehri et al. (2001) Meta-Analysis
• Part of NRP (2000) • Evidence for
phonemic awareness treatment effects
• 52 studies with 96 treatment-control
comparisons reviewed
– Mixed pre-phonemic and phonemic •
Results:
– Small group beier than individual
or whole class – Typical learners
had larger gains than weaker
learners – 1-2 tasks beier than
3+ phonemic/pre-phonemic tasks – 5
to 18 hours best, with no
difference in this span
Intensity – How Much Tx?
Depends on How
• The long way: 6 months if
full phonological spectrum, whole K
class 15-min daily instrucMon (24
hrs): – Brady et al. (1994),
moderate gains on segmenMng: d
= 0.57
• The short way: 7 weeks if
phoneme-level only, small K groups,
3-4x/wk 20-30 min instrucMon (12
hrs): – Ball & Blachman (1988):
Say-it-and-move it blank/leier Mles;
SegmenMng: vs no-tx & leier
tx, d = 1.85, d = 1.67.
– Ukrainetz et al. (2000): Sound talk
embedded in rhyming books and
shared wriMng acMviMes; SegmenMng: d
= 1.37
PhonAwarePlus Tx 70 5330
Phon Aware Tx 71
Tx Intensity for Children with
Language Impairment
• 7 controlled group studies at
phoneme level (incl. rhyme) for
4-7 yr olds – Warrick et al.
(1993), van Kleeck et al.
(1998), Gillon (2000, 2005), Segers
& Voerhoeven (2004), Denne et
al (205), Hesketh et al.
(2000)
• 4 included other speech/language objs
• Individual or small group, 3-20
hrs • Best results for 12-20
hours, large segmenVng effect
(>d = 1)
• Studies unMl recently contrasted
phonological awareness tx to regular
classroom instrucMon with
• BUT now... – One of the 5
pillars of reading (NRP, 2000)
– Part of K-1 standardized reading
dx (DIBELS) – Omen taught in
RTI and in classroom – Primarily
at the phoneme level in K
• So how much is enough for tx
with classroom phonemic awareness
instrucVon?
Phonemic Awareness Tx Teresa A. Ukrainetz, Ph.D. University of
Wyoming
OSHA Convention, Salem OR October 2016 13
Phon Aware Tx 73
A Study of Intensity
Ukrainetz, Ross, & Harm (2009) •
41 5-6 year old kindergartners,
including 22 English
learners, with low leier and first
sound knowledge on DIBELS
• 11 hours of phonemic awareness
treatment: – Concentrated (CP,
3x/wk, Oct - Dec) – Dispersed
(DP, 1x/wk, Oct to March)
– Vocabulary control (CON, 1x/wk to
March)
Ukrainetz, Ross, & Harm (2009)
What is the effect on phonemic
awareness and nonsense word reading
of supplementary phonemic awareness
instruc7on concentrated in the fall
compared to dispersed through the
year for at-risk Ks?
• 41 Ks: low leier & first
sound knowledge on DIBELS, incl
22 ELL • 11 hours of phonemic
awareness tx:
1. Concentrated (CP, 3x/wk, Oct -
Dec) 2. Dispersed (DP, 1x/wk, Oct
to March) 3. Vocabulary control
(CON, 1x/wk to March)
• Effects in December of more tx
• Effects in April of
different distribuMon of tx
PhonAwarePlus Tx 74 5330
Phon Aware Tx 75
Activities Name, picture, object, book, & writing activities
(fingers for segmenting)
Phon Aware Tx 76
Episodes (IRE +)
≥ 5 per task per child = 20 + listening to 1/2 the 40 peer models
/.. Session dose = 40 episodes
Phon Aware Tx 77
Total time 12 hours of tx
Total intensity 960 teaching episodes
Phon Aware Tx 78
Mild
0
5
10
15
20
25
30
35
40
M ea
n/ 40
Phonemic Awareness Tx Teresa A. Ukrainetz, Ph.D. University of
Wyoming
OSHA Convention, Salem OR October 2016 14
Phon Aware Tx 79
Results of Ukr&al (2009)
Intensity Tx Study
• Over a school yr, for SLP tx
and classrm instrucMon • Most
improved into the normal range
• A few sMll below expectaMons; rec’d
for sped dx • English
learners = naMve English speakers
• Short intense tx = long
weekly tx • At-risk Ks, esp
mild deficits, improve a lot
with only
classroom instrucMon and incidental
self-regulatory gains from tx for
another area
Phon Aware Tx 80
RecommendaVons for Phonemic Awareness
Intensity
• Total intensity – 5-18 hours for
typical ch – 12-20 hours for
ch w/ lang imp
• Most of this in the regular
classroom • AddiMonal tx?
– 8 sessions of 20 episodes per
child? – 5 episodes per child
in tx sessions on other goals
over 24 sessions?
– An addiMonal boost for our kids,
but not a lot
Spend the 7me you save on
increasing intensity for other
language skills
Phon Aware Tx 81
Phonemic Awareness in Summary
1. Tier I and II -- teachers handling phonemic awareness 2. Tier
III -- SLPs, but strategically and efficiently 3. Teach at the
phoneme level 4. Teach isolating, blending, and easy segmenting 5.
Do not teach students to listen really hard 6. Use both drill-game
and purposeful print activities 7. Use RISE+ in all tx activities
8. Use vertical or horizontal ordering 9. Match scaffolding to
child need and task difficulty
* A little quality tx will go a long way for this teachable skill
*
The Rest of the Story of
Phonological Processing Tx
Deficits underlying most reading
disabiliMes (aka dyslexia) 1. Phonemic
awareness 2. Phonological working memory
3. Phonological code retrieval
(wordfinding) And #4, Phonological
ProducMon?
Phon Aware Tx 82
Saying the Words – The ProducVon
Part of Phonological Processing
• Not sig part of phonological
processing deficits – For ch
with sig speech sound disorders,
1/3 show
comprehension deficits and 3/4 producMon
deficits (Shriberg & Kwiatkowski,
1994)
– BUT low co-morbidity (<2%) for
Ks ided with language impairment
(Shriberg et al., 1999)
• If only phonological disorder, not
sig predictor of later reading
problems – BUT LI and RD show
mild difficulMes with mulMsyllabic
pronunciaMon (Goffman, 2004; Munson et
al., 2005) – And oral &
limb motor coordinaMon (Zelaznik
& Goffman,
2010) Phon Aware Tx 83 Phon
Aware Tx 84
Phonological Processing Tx Need
• Word-reading problems • Persistent trouble
on phonemic awareness compared to
peers • Low on auditory memory and
rapid automaMzed naming
(CTOPP) • Spelling may be convenMonal
for most words but student
gets lost in mulMsyllabic words
decious delicious camatily calamity
• Watch student spell: Spelling process
shows forge\ng and repeated tries
even if answer correct
Phonemic Awareness Tx Teresa A. Ukrainetz, Ph.D. University of
Wyoming
OSHA Convention, Salem OR October 2016 15
Phon Aware Tx 85
A Fancy Task Program
• Structured hierarchical procedure with
step-by-step tasks and prompts
• Blocks and leier-blocks represent
phonemes in nonsense & real
words
• IniMate with arMculatory phoneMcs
instrucMon on disMncMve features
(stop, fricaMve, alveolar)
• Invented vocabulary for arMculators (7p
tapper, lip popper, skinny air)
• Omen extended Mme of 1+ years
• Phonemic awareness, leier-sound
correspondence,
auditory memory, word retrieval,
convenMonal spelling Phon Aware Tx
86
But Maybe Intense Quality Tx More
than LiPS?
• Reading: Torgesen et al. (2001) •
LiPS & Embedded Phonics for
10-12yr SLD : indiv 100 min/
day for 8 wks
• --> For both txs, rdg accuracy
& compreh average range, rate
improved, 40% no longer SPED
• Language: Gillam et al. (2008)
• Computerized or SLP tx for 6-9yr
SLI: indiv 100 min/day for 8
wks
– --> For all txs, big changes
in standardized lang measures incl
phonemic awareness & auditory
temporal proc
Phonological Memory IntervenVon
• Advanced phonemic awareness segmentaMon,
subsMtuMon, and deleMon “work-outs”
• As a way in to less-accessible
components of phonological processing?
– With or w/o color-coded Mles
and leiers – Require sustained
aienMon, memory, retrieval and
problem-solving
• What about Pig LaMn? • Memory and
rapid naming drills? • Specialized
computer training somware?
Phon Aware Tx 87
Pig LaVn • Take first consonant or
consonant cluster of English word,
move it to end of word and
add suffix ay [e] pig
→ igpay banana → ananabay
truck → ucktray happy →
appyhay
• For words that begin with vowel
sounds or silent leier, "way"
or “yay” or “ay” added at
word end egg → eggway
inbox → inboxway
• Iway antway ootway iecpay oastay
ithway amjay
Phon Aware Tx 88
Emerging PosiVve Evidence for Memory
Tx
Maridaki-Kassotaki (2002) – Randomly
assigned 120 6-9 yr Greek ch
to tx & no-tx control
– Tx: Non-word repeMMon exercises
for 15-min, 4 days/wk, 7 mos
– Results: Significantly beier non-word
rep and reading Garcia-Madruga
et al. (2013)
– Randomly assigned 31 Spanish 8-9yr
to tx & control – Tx:
Drills on ain focus, ain
switching, using prior knowledge,
semanMc updaMng in working mem,
& inhibiMon
– Results: Sig beier IQ scores,
reading compreh, and working memory
Phon Aware Tx 89
CogMed Dual n-back Training
• n-back task: Listen to or look
at stream of leiers or numbers
and decide if item matches one
that occurred a designated number
of items earlier – 2-back:
1-4-5-7-5-2-7-2-7-3-6-8-6 – Dual
version, parMcipants look at and
listen to different sequences
simultaneously
• Tx involves moving incrementally from
1-back to 2-back and so on
• Claims to improve memory and
intelligence • See www.soakyourhead.com
Phon Aware Tx 90
Phonemic Awareness Tx Teresa A. Ukrainetz, Ph.D. University of
Wyoming
OSHA Convention, Salem OR October 2016 16
Promising But… • Controlled studies à
improvements in aienMon, working
memory, and reading (Gillam &
Gillam, 2010; Holmes et al.,
2009, 2010) – BUT with
no-tx comparisons, DK acMve tx
features (e.g., greater monitoring
and encouragement)
– DK if same outcomes for other
txs with mental rehearsal and
manipulaMon
– DK if changes maintain and
generalize to academics • DK what
is changing (Holmes et al.,
with 8-11 yr olds)
– Capacity or control of aienMon
& strategy use? – Majority
reported concentraMng harder to
improve perf (e.g., close eyes,
rehearse items, and trace paierns
with eyes)
Phon Aware Tx 91
• Other ways to improve daily life
performance (Boudreau & Constanza,
2011) – Language skills, knowledge
base, learning skills… – You
remember bePer with founda7onal
understanding and awareness of task
purpose
• Berninger et al. (2008): for 4th
to 6th graders with reading
disability, – Explicit orthographic and
morphological training improved pseudo
word reading and real word
spelling
– But hands-on, engaging problem-solving
science instrucMon improved phonological
working memory
Phon Aware Tx 92
Phonological Code Retrieval
• Accurately and quickly accessing the
phonological code represenMng the
meanings of known words – AKA
word retrieval, word-finding, rapid
naming – In spoken language
expression and in fluent reading
• Double Deficit Source for RD: Combo
of difficulMes in phonological
awareness and phonological code
retrieval (Wolf & Bowers, 1999)
• Central phonological retrieval component
– But also taps aienMonal, perceptual,
memory, lexical, and arMculatory
elements
Phon Aware Tx 93
1. Improve word depth and elaboraMon
in tradiMonal semanMcs treatment
2. Use phonological and semanMc cues
to aid word retrieval
3. Teach children how to cue and
organize themselves 4. Rapid naming
drills for leiers, digits, objects
Phon Aware Tx 94
Effects of Rapid Naming Tx on
Retrieval • Improves accuracy and
latency of word retrieval in
confrontaMon naming tasks (McGregor &
Leonard, 1995) – BUT liile
generalizaMon to untrained words
(e.g., Bragard et al., 2012)
– And none to communicaMve and
reading tasks • Rapid leier
naming txs show immediate increase
in leier
naming speed and reading fluency –
BUT improvements temporary or require
addiMonal orthographic training (Kirby
et al., 2010)
• But rapid naming performance can
improve somewhat as a result
of reading intervenMon (Torgesen et
al., 2010)
Phon Aware Tx 95
In Sum – Phonological Processing
Tx
1. Tx can improve memory performance
– Qns re: criMcal tx
elements, what is being improved,
and whether improvements maintain
and generalize
2. Retrieval performance strongly resistant
to cueing & rapid naming
tx – Improve language and reading
skills, which then improves
retrieval
3. Keep phonemic awareness focused and
efficient – Phoneme-level awareness tx
linked to reading and
wriMng
Phonemic Awareness Tx Teresa A. Ukrainetz, Ph.D. University of
Wyoming
OSHA Convention, Salem OR October 2016 17
Phon Aware Tx 97
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