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Check Your PH Quotient! Nancy Hennessy M.Ed. [email protected] ORBIDA Feb. 23, 2007 PH IQ • • • • • • Phonological processing Phonological awareness Phoneme Phonemic awareness Phonics Alphabetic principle Own it Heard of it No clue Phonological Processing “multiple functions such as perceiving, interpreting, storing, recalling and generating the speech sound system of our language.” Brady & Scarborough, 2004 Phonological Processing Verbal short term memory Rapid serial naming Word awareness Uhry, 2005 Phonological awareness Syllable awareness Articulation speed Phonemic awareness Dyslexia “..a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction….” (Research Definition IDA, 2000) Phonological awareness “Broad class of skills that involve attending to, thinking about and intentionally manipulating phonological aspects of spoken language.” Brady & Scarborough, 2004 “general ability to attend to sounds of language as distinct from meaning.” Preventing Reading Difficulties in Young Children, 1998 Five levels of difficulty, an instructional sequence… Adams, 1990 • Sensitivity to rhyme • Recognition of patterns of rhyme and alliteration in words • Partial phoneme segmentation-syllable splitting and onset-rime • Full Phoneme segmentation • Phoneme manipulation Why is this important? “Understanding the basic alphabetic principle requires an awareness that spoken language can be analyzed into strings of separate words and words into sequences of syllables and phonemes within the syllable.” Preventing Reading Difficulties in Young Children, 1998 Develop an ear… • Rhymes – Poems and Chants • Recite-repeat • Whisper-Aloud – This Ship is loaded with... • Onset-rime – Quick draw • Syllables – Clapping Names • Clap it • Whisper it • Silent! Adams et al, 2005 www.fcrr.org “positive reading outcomes in response to phonological awareness intervention….” Gillon, 2004 • Older children with dyslexia • Young children at risk from low socioeconomic backgrounds • Kindergarten starting school with poor phonological skills • School age with spoken language impairments • Preschool with expressive phonological weaknesses • Preschool and/or school age native speakers of English, Spanish, German, Danish, Swedish, Hebrew, Dutch Phonemic awareness “attending to, thinking about and manipulating the individual phonemes within spoken words and syllables.” (Brady & Scarborough, 2004) “ability to manipulate and play with sounds” Five levels of difficulty, an instructional sequence… Adams, 1990 • Sensitivity to rhyme • Recognition of patterns of rhyme and alliteration in words • Partial phoneme segmentation-syllable splitting and onset-rime • Full Phoneme segmentation • Phoneme manipulation Why it’s so important-several decades of empirical research… • The ability to isolate and manipulate sounds of letters in spoken words is one of the strongest predictors of successes in early reading acquisition (Scarborough, 1998) • More accurate predictor than intelligence, vocabulary knowledge, socio-economic status • Close relationship between phonemic awareness and reading ability exists not just in early years but through school years. (Wagner et al, 1994) And… “Because phonemes are the units of sound that are represented by the letters of the alphabet, an awareness of phonemes is key to understanding the logic of the alphabetic principle.” Preventing Reading Difficulties in Young Children, 1998 So what is a phoneme? “Fluid vocal gestures, continuous movements of the tongue, lips and vocal apparatus that are coarticulated as we produce a spoken word.” Liberman & Liberman, 1992 What is a phoneme? • Consonants – Stops vs. continuants – Voiced vs. unvoiced – Place of articulation • Vowels – Voiced – Lax, tense, diphthong Who Am I?… • • • • • • • • • • Voiced partner for/p/ Voiced partner for /f/ Voiced partner for /t/ A glide pronounced on the roof of the mouth A liquid pronounced ridge/teeth (hint lateral liquid) Unvoiced partner for /j/ Voiced partner for /sh/ Voiced partner for /k/ A nasal pronounced on the lips Glides pronounced at back of throat www.uiowa.edu/~acadtech/phon etics Could it be??? • Phoneme identity is the phoneme awareness skill basic to decoding • Phoneme direct model of acquiring phoneme awareness (Murray, 1998 ) – Focus on individual phonemes – Make the phoneme memorable (connections with letters, gestures, alliteration, articulation) – Provide practice finding in words (onset….) For maximum reading transfer, literature suggests…. Phoneme Awareness Continuum • Isolate • Identify • Categorize • Blend • Segment •Delete •Add •Substitute •Reverse Identify, isolate, categorize • Initial Phoneme Picture Sort • Sound Pictures and Picture Puzzles • One Card Out www.fcrr.org Segmenting and blending…* • Map it! • Tap it! – Fingers – Arm – Head, waist, toes • Sweep it! Phonics “learning of letter-sound associations used for reading and spelling.” (Gillon, 2004) We represent phonemes with graphemes • Consonants • Vowels LETRS-Module 2 Phonological Awareness rhyme, alliteration, sentence, word, onset-rime, phoneme awareness Phoneme Awareness Ability to hear, identify, and manipulate individual speech sounds Phoneme Segmentation scat = /s/ /k/ /ă/ /t/ Orthography Letters and letter patterns + Phoneme Blending /s/ /k/ /ă/ /t/ = scat Phonics Phonological Awareness Instruction teach explicitly model, lead, observe (I do one, we do one, you do one!). use a sequence teach as an oral activity working toward using letters to represent sounds as segmentation is mastered touch, move, say—multisensory engagement give immediate corrective feedback. Assessment screening DIBELS PAR TPRI progress monitoring diagnostic CTOPP TOPA LAC www.fcrr.org www. idea.uoregon.edu Benchmarks K-6 + • Initial sound fluency • Letter naming fluency • Phoneme segmentation fluency • Nonsense word fluency • Oral reading fluency • Oral retelling fluency • Word use fluency DIBELS www.uoregon.edu • • • • • Alphabet Letter Word Calling Picture Naming Phonemic Awareness Rapid Naming PAR www.childsmind.org PH IQ • • • • • • Phonological processing Phonological awareness Phoneme Phonemic awareness Phonics Alphabetic principle Own it Heard of it No clue Instructional Programs Fundations (Wilson, 2002) Ladders to Literacy (Notari-Syverson, O’Connor & Vadsky, 2005) Lindamood Phoneme Sequencing Program for Reading, Spelling and Speech (Lindamood & Lindamood, 1998) Open Court (Adams et al, 1995) Phonemic Awareness in Young Children: A Classroom Curriculum (Adams, Foorman, Lundberg & Beeler, 1997) Phonological Awareness Training for Reading (Torgeson & Bryant, 1994) Reading Readiness (Carreker, 2002) Road to the Code (Blachman, Ball, Black & Tangel, 2000) Sounds Abound: Listening, Rhyming and Reading (Catts & Vartianen, 1993) Multisensory Teaching of Basic Skills, 2005 References • • • • • • • • • Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press. Adams, M., Lundberg, I, & Beeler, T. (1998). Phonemic awareness in young children: A classroom curriculum. Baltimore, MD: Paul H. Brookes. Brady, S. & Scarborough, H. (2004). Toward a common terminology for talking about speech and reading: A glossary of the “phon” words and some related terms. In M. Joshi (Ed.) Dyslexia myths, misconceptions and some practical applications. Baltimore, MD: International Dyslexia Association (7-45). Uhry, J. (2005). Phonemic awareness and reading research. In J. Birsch (Ed.) Multisensory teaching of basic skills. Baltimore, MD: Paul H. Brookes. Gillon, G. (2004) Phonological awareness: From research to practice. New York: Guilford Press. Moats, Louisa. (2005) Language essentials for teachers of reading and spelling: Longmont, CO: Sopris West. Moats, Louisa. Speech to Print: Baltimore, MD: Paul H. Brookes Publishing Co., 2000. Murray, B. (2006). Defining phonological awareness and its relationship to early reading. In K. A. Stahl, K.A. & M. C.McKenna (Eds.) Reading research: Foundations of effective practice. New York: Guilford Press. Snow, C. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.