Transcript Document

Phonological Awareness:
Assessment and Intervention
Presentation to Student Support Services Unit
Ministry of Education, Trinidad and Tobago
January 3 - 5, 2007
Phonological Awareness
• The understanding of different ways that oral
language can be divided into smaller components
and manipulated:
– Sentences into words
– Words into syllables
• Simple into /sim/ and /ple/
– Onset and rime
• Bright into /br/ and /ight/
– Phonemes
• Hamper into /h/, /a/, /m/, /p/, /er/
Phonemic Awareness
• The most sophisticated level of phonological
awareness. The understanding that words are made
up of individual sounds or phonemes and the
ability to manipulate these phonemes either by
segmenting, blending, or changing individual
phonemes within words to create new words.
– Chard & Dickson, 1999
Correlations of In d ividu a l Risk Factors with Future Rea d ing Achi e vement
Predictor
Print-Specific Knowledge/Skills
Early Read ing ("Read iness" Tests)
Letter Identification alone
Concepts of Print
Non-Print-Specific Abilities
Confrontation Naming (Express Vocab)
Sentence/S tory Reca ll
General Langu age Index
Phonologi cal Awareness
Full Sca le IQ
Verba l IQ
Receptive Vocab ulary
Rapid Serial Naming
Expressive Languag e Production
Verba l Memory (Words, Digi ts)
Visual Memory (Forms)
Motor Skills
Performance IQ
Speech Perception
Visual Discrimination
Visual-Motor Integration
Combined Ef fects of Several Predictors
Grand Average
#
Samples
Median
r
Mean
r
SD
21
24
7
.56
.53
.49
.57
.52
.46
.12
.14
.20
5
11
4
27
11
12
20
14
11
18
8
5
8
11
5
6
.49
.49
.47
.42
.38
.38
.38
.40
.37
.33
.28
.26
.25
.23
.20
.13
.45
.45
.46
.46
.41
.37
.33
.38
.32
.33
.31
.25
.26
.22
.22
.16
.07
.12
.15
.13
.14
.11
.17
.09
.16
.17
.12
.09
.11
.09
.15
.12
.75
Sca rbo rou gh, H. S. (19 9 8) . Ea rly id en tifica tion o f ch ildren a t risk for re a ding d isa b ilitie s:
Pho no logica l a wa ren e ss a nd some o ther p romising pre d icto rs. In B. K. Sha p iro, P. J. Acc ar d o, &
A. J. Cap ute (Eds.), Sp ecific re a ding di sability: A vie w of t he sp e ctrum (p p . 75 -11 9 ). Timonium,
MD: York Pre ss.
Phonemic Awareness and
Success in Reading I
• "Findings from a large body of research converge to
suggest that students who enter first grade with little
phonological awareness experience less success in reading
than peers who enter school with a conscious awareness of
the sound structure of words and the ability to manipulate
sounds in words."
• "Significant gains in phonological awareness can be
achieved with teaching and…the gains in phonological
awareness directly affect the ease of reading acquisition
and subsequent reading achievement."
– Smith, Simmons, & Kameenui (1998)
Phonemic
Awareness
and
Success
in
Reading II
2001 Meta-Analyses of Phonological Awareness Training
Outcome
Result
Phonologi cal Awareness
PA (one skill taught )
d = 0.86
d = 1.16
PA (two skills taught )
d = 1.03
PA (three+ skills taught )
d = 0.70
Read ing
d = 0.53
Read ing (at risk reader)
d = 0.86
Read ing (disabled reader)
d = 0.45
Read ing (normal reader)
d = 0.47
Read ing (kindergarten)
d = 0.48
Read ing (1st grade)
d = 0.49
Read ing (2-6 grade)
d = 0.49
Reading (Immediate test)
d = 0.53
Read ing (1st follow-up test)
d = 0.45
nd
Read ing (2 follow-up)
d = 0.23
Math
d = 0.03
Ehri, L. C., N unes, S. R., W illows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001).P honemi c
awareness instruction helps children learn to read: Evidence from the National Reading PanelÕs meta-analysis.
ReadingResearch Q uarterly, 36, 250-287.
An Aid to Interpreting Effect Size (d) Statistics
Cohen's
Standard
Large
Medium
Small
Effect
Size
Percentile
1.00
0.90
0.80
0.70
0.60
0.50
0.40
0.30
0.20
0.10
0.00
-.10
-.20
84
82
79
76
73
69
66
62
58
54
50
46
42
Beneficial
Effect
No Effect
Detrimental
Effect
Cohen, J. (1988). Statistical power for the behavioral sciences
Hillsdale, NJ: Erlbaum.
(2nd ed.).
Phonemic Awareness Tasks
•
•
•
•
•
Rhyming
Oddity (sound categorization)
Blending
Segmenting
Manipulation
Taxonomy of
Phonemic Awareness Tasks - 1
• Rhyming Tasks
– An ear for the sound of words. Can recognize rhymes.
Can produce rhymes.
– Note the frequent use of rhyming words in books for
young children (e.g., The Cat in the Hat).
Taxonomy of
Phonemic Awareness Tasks - 2
• Oddity Tasks (Sound Categorization)
– Child is presented with a set of 3 or 4 words and asked which of
the words is different or does not belong. They may be asked to
base their decision on the first sound of the words, or the final
sound of the words, or sometimes the middle sound of the words.
(Middle sounds amount to rhyme detection).
– Only requires that children compare and contrast phonemic
similarities and differences in the sounds of syllables.
– Especially usable with children before formal reading instruction
has begun. Bowey (1995) suggested sound matching may be more
closely related to decoding performance than is phonological
memory or rapid naming.
Taxonomy of
Phonemic Awareness Tasks - 3
• Blending Tasks
– Child is presented with segments of a word
( /m/..... /a/ ..... /p/), and asked to put them together into the
word (map).
Taxonomy of
Phonemic Awareness Tasks - 4
• Segmentation tasks
– Can child decompose a syllable into its component phonemes. Easy tasks
typically use words of 1 - 3 phonemes.
– 1. Tapping. Child is given object (e.g. pencil) and asked to tap out the
number of phonemes in each syllable.
– 2. Counters. Child lays out chips, blocks, etc. instead of tapping. This
leaves a permanent product.
– 3. Spoken. Child articulates each sound in a word sequentially without the
aid of concrete manipulates.
– 4. Counting. Child counts the number of sounds in the word.
– Typically, these tasks are preceded by ample training, demonstration, and
modeling and, even while assessing skill, feedback may be given for
incorrect responses. Thus, failure to perform is attributed to the inability to
break syllable into smaller segments.
Taxonomy of
Phonemic Awareness Tasks - 5
• Manipulation tasks
– Children are asked to pronounce a word after they have
removed a phoneme from the beginning, middle, or end
of a word:
• Say hill without the /h/
• Say monkey without the /k/; Say nest without the /s/
• Say pink without the /k/
– In other versions of this task, children are asked to add,
delete, isolate, or move any given phoneme contained
in a word.
– Requires all the skills of phoneme segmentation plus
more.
Manipulation II
• Initial phoneme removal (syllable-splitting) is
easier than other tasks.
– Skill needed to delete the initial phoneme from a
word.
– Child is asked to break off first phoneme of a
word. In some versions they are then asked to
pronounce the phoneme in isolation (instructor
says "bear" and child says "b-b-b-b").
– In others, child is asked to say what is left
(instructor says "pink" and child says "ink").
Mountain Shadows Phonemic
Awareness Scale (MS-PAS)
• Sound categorization task
• 20 items
– 10 ‘same’ items
– 20 ‘different’ items
• Group administration
• Screening
MS-PAS in U. S.
• Internal consistency reliability of .89
• Test-retest stability of .73 for interval of 5
months
• Test-retest stability of .75 to .88 for interval
of 2 weeks
• Predictive validity (reading) of .63
• Parallel with Test of Phonemic Awareness
Conducted Pilot Study
• Address concerns with face validity.
• To see if instrument would work in this
population.
Same Items (α = .84, N = 4,112)
Lamp
Fan
Tent
Seal
.83
.82
.82
.82
Hand
Mitten
Wig
.83
.83
.82
Nine
Key
Pan
.82
.82
.82
Diff Items (α = .83, N = 4,112)
Net
Pin
Gum
Bed
.81
.81
.81
.82
Leaf
Cane
Frog
.81
.81
.81
Tack
Rope
Mop
.81
.81
.81
% of Students with Perfect Scores
60
50
40
Same Sound
30
Different Sound
Total Score
20
10
0
Infant 1
Infant 2
Standard 1
Correlations with Age and Grade
Age
Grade
Same Sound
.34
.46
Different Sound
.33
.45
Total Score
.37
.50
MS-PAS Normative Sample in
Trinidad and Tobago
• 50 boys and 50 girls from Infant 1, Infant 2,
and Standard 1, respectively
• No differences in scores between boys and
girls.
• No difference in scores based on students’
ethnic background.
Descriptive Statistics for MS-PAS
Beginning of Year
Infan t 1
Infan t 2
Standard 1
End of Year
N
Mean
SD
N
Mean
SD
100
97
97
8. 63
14. 31
16. 32
4. 80
4. 44
3. 98
90
91
67
12. 84
17. 07
18. 31
4. 93
3. 42
2. 52
Reliability of MS-PAS
Beginning
of Year
Total
Infan t 1
Infan t 2
Standard 1
Boys
Girls
Africa n
East Indian
Mixed
.
.
.
.
.
.
.
.
.
91
84
86
88
91
90
90
89
92
End
of Year
.
.
.
.
.
.
.
.
.
90
87
85
82
90
90
88
90
90
MS-PAS & Reading (Concurrent Validity)
Beginning of School Year
ORF
Word Read ing
Sentence Reading
Infant 1
.33
.36
Infant 2
.38
.44
.36
Standard 1
.44
.86
-
Infant 2
.45
.53
.60
Standard 1
.25
-
End of School Year
ORF
Word Read ing
Sentence Reading
Infant 1
.48
.53
MS-PAS (Beginning of Year) &
Reading (End of Year)
Predictive Validity
ORF
Word Reading
Sentence Reading
Infant 1
Infant 2
Standard 1
.18
.19
.49
.48
.48
.37
-
Mountain Shadows Phonemic Awareness Scale (MS-PAS)
Administration Guide
Same Initial Sounds
Childr en look at the pictures, hear the words spoken, and are instructed to put
an X on the picture of th e word that begin s with the same sound as the first
picture.
Say: Put your finger on the picture of the [target word]. Now
listen carefully. One of the other pictures in this row has a name
that begins with the same sound as [target word]. The other
pictures are: [name three other pictures]. Put an X on the pictur e
that begins with the same sound as [target word]. Repeat for each
item.
Practice Items (Give correct answers. Say: See, [target word] and
[correct word] begin with the same sound so we put an X on [correct
word].
Target
Bird
Cup
Word 1
gum
carrot
Word 2
corn
seven
Word 3
bus
vase
Word 1
lamp
chair
boat
purse
hand
letter
zipper
nine
music
six
Word 2
rake
fan
fort
seal
bone
mitten
donkey
fox
key
jam
Word 3
dart
yarn
tent
five
tag
vest
wig
horse
leaf
pan
Test Items
Target
log
fire
top
sun
ham
mop
web
nest
kite
pig
Turn page
Turn page
Turn page
Page 18
Mountain Shadows Phonemic Awareness Scale (MS-PAS)
Administration Guide
Different Initial Sounds
Childr en look at the pictures, hear the words spoken, and are instructed to put
an X on the picture of th e word that begin s with a dif ferent first sound.
"Different" in spoken instructions may be supplemented with "Which one is
not like the others" if that is more famili ar to students.
Say: Now we are going to do something a little different. Look at
the pictures [say names of four pictures]. One of these words
starts with a different sound from the other three. Put an X on the
picture that has a different first sound. Repeat for each item.
Practice Items (Give correct answers. Say: See, [name three words
with same first sound] begin with the same sound, but [correct word]
begins with a different first sound so we put an X on [correct word].
Word 1
bee
head
Word 2
bear
hand
Word 3
beans
tree
Word 4
coat
hut
Word 2
bell
fork
heel
two
cow
cane
six
jar
rope
bat
Word 3
net
five
horn
tulip
car
rabbit
sock
tack
desk
mop
Word 4
bug
pin
gum
tape
leaf
rock
sun
jam
doll
barn
Test Items
Word 1
bike
fish
hat
bed
cap
radio
frog
jug
dart
box
Turn page
Turn page
Page 19
Mountain Shadows Phonemic Awareness Scale (MS-PAS)
Score Sheet
Student
Teacher
School
Date
Sex
Age
S ame Initial Sounds
1. lamp
2. fan
3. tent
4. seal
5. hand
6. mitt en
7. wig
8. nine
9. key
10. pan
Mark "1" for correct and
"0" for incorrect responses
Same S u btotal
Different Initial Sounds
1. net
2. pin
3. gum
4. bed
5. leaf
6. cane
7. frog
8. tack
9. rope
10. mop
Mark "1" for correct and
"0" for incorrect responses
Di fferent Subtotal
TOTAL PHONEMIC
AWARENESS
Page 20
MS-PAS Norms
Beginning of Year Raw Score to Percentile Conversion for MS-PAS Scores
Percentile
5
10
25
50
75
90
95
Infan t 1
1
3
5
8
11
17
18
Infan t 2
6
7
11
15
18
20
20
Standard 1
8
10
15
18
19
20
20
End of Year Raw Score to Percentile Conversion for MS-PAS Scores
Percentile
Infan t 1
Infan t 2
Standard 1
5
10
25
50
75
90
95
5
6
8
13
17
19
20
9
13
16
18
20
20
20
13
14
17
20
20
20
20
Page 15
Interpretation
• Tentative suggestions until validity research can be done
in Trinidad and Tobago
• Infant 1
– below 25th percentile
– further individual assessment with IPA
• Infant 2
– begin year raw score ≤ 18
– further individual assessment with IPA
• Standard 1
– begin year raw score ≤ 18
– further individual assessment with IPA
Let’s Practice…
• Student named Joe at end of Standard 1
• I’ll administer test and Joe’s responses will be on screen
• You mark Score Sheet (page 20)
• You score using norms (page 15)
• You interpret (page14)
1
2
3
4
5
6
Score
Sheet
for
Joe
MS-PAS Norms
Beginning of Year Raw Score to Percentile Conversion for MS-PAS Scores
Percentile
5
10
25
50
75
90
95
Infan t 1
1
3
5
8
11
17
18
Infan t 2
6
7
11
15
18
20
20
Standard 1
8
10
15
18
19
20
20
End of Year Raw Score to Percentile Conversion for MS-PAS Scores
Percentile
Infan t 1
Infan t 2
Standard 1
5
10
25
50
75
90
95
5
6
8
13
17
19
20
9
13
16
18
20
20
20
13
14
17
20
20
20
20
Page 15