Transcript 10 Things You Should Know about Phonemic Awareness and Phonics for Student with Hearing Loss Dr.

10 Things You Should Know about Phonemic
Awareness and Phonics for Student with
Hearing Loss
Dr. Susan Easterbrooks
Professor, GSU
Dr. Nanci Scheetz
Professor, VSU
I. Vocabulary and grammar weaknesses will influence
phonemic awareness and phonics acquisition in children
with hearing loss.
Children who hear are blending and segmenting
words they know; children who have hearing
difficulties are not.
Dif? What’s
a dif?
What do you get
if you take the
/d/ off dish and
add a /f/ ?
Do you remember the next slide? It is from the Vocabulary
presentation. Children with hearing loss miss the
bottom two layers.
Be sure to teach language and concepts before you ask
students to manipulate sounds in the words.
Labels
Students with hearing loss
struggle with the bottom
Ability to read
two sections of the
the words and
pyramid. They have
make sense
a concept and
language
Words and
problem
grammar that represent
rather
the ideas
than a
reading
World Knowledge
problem.
Ideas about the world
Do you remember this
pyramid from the
language
presentation?
II. Many children with hearing loss can learn
phonemic awareness and phonics
•
Hearing children who are good readers have good phonological
awareness skills
(National Reading Panel Report, 2000)
•
This is true as well for some children with a hearing loss.
(Dyer, MacSweeney, Szczerbinski, Green, & Campbell, 2003; Harris &
Moreno, 2004; LaSasso, Crain, & Leybaert,2003)
•
The purpose of phonemic awareness and phonics activities is
to build an internal phonological (sound) representation of the
grapheme representing a sound (f= fish, phone, cough)
III. There are at least two primary modes through which
children with hearing loss can develop an internal
representation system for phonemic-graphemic
relationships.
Auditory: Listening to the sounds
(internal auditory code)
Visual: Looking at the sounds
(internal visual code)
IV. When teaching through the auditory mode,
teachers should pay careful attention to the
sounds that are available to the child.
Listen to the sound sample below.
This represents what a child with a hearing loss in the middle
frequencies might hear.
The problem is not loudness, but clarity.
You need to know what sounds the child can discriminate before you
ask him to discriminate them.
In order to be able to benefit from auditory
approaches to phonemic awareness and
phonics, a student must also be ability to
identify word patterns.
wha-WHAwha
• Successful development of phonemic awareness and
phonics through listening depends upon two key
elements:
– You MUST make sure the student is wearing the hearing aid,
and that the hearing aid is working.
– You MUST collaborate with the teacher of the deaf, who can tell
you what sounds a child can and cannot hear.
• When you know what sounds a child can and cannot hear, you can
make meaningful adaptations to your phonemic awareness and
phonics lessons.
pig
big
dig
How can deaf children acquire a
phonological system when they have
restricted knowledge of spoken
language due to hearing loss?
(Stewart & Clarke, 2003)
V. When teaching through the visual mode,
teachers should pair the visual strategy carefully
with the needs of the student.
ph
/f/
Remember…we are trying to develop an “internal
phonological representation of the grapheme
representing the phoneme.”
In order to do this, we must choose a visual strategy
appropriate for the student.
VI. One visual alternative is Cued Speech.
Cued Speech is a visual communication system
that uses 8 handshapes and 4 locations to
represent the phoneme stream.
When combined with lip movements, it helps
make the phoneme stream understandable to
individuals with hearing loss.
Consonant Handshapes
big
pig
/zh, d, p/
/m, f, t/
/TH, k, v, z/
/w, l, sh/
/h, r, s/
/j, g, th/
/b, wh, n/
/ch, y, ng/
VII. A second visual alternative is Visual Phonics.
Visual phonics is…
…a multisensory approach, using tactile, kinesthetic, visual, and auditory
feedback to improve reading, writing, and speech skills in deaf students
and other children and adults who do not learn readily from traditional
reading approaches.
http:clerccenter.gallaudet.edu/KidsWorldDeafNet/e-docs/Keys/see.html
e
d
VIII. A third visual alternative involves
structural analysis and color coding.
Color coding systems
usually have one color
to represent vowels, one
for voiced consonants,
and one for unvoiced
consonants.
Other systems can get
quite complex.
All labial consonants are in this color: Bb,
Pp, Ff.
3. All nasal labial continuant consonants
are in this color: Mm, Nn.
4. All palatal consonants are in this color:
Gg, Kk, Xx.
ETC.
• Structural analysis systems ask children to
learn to decode based on syllable
patterns.
pon
der
un
der
won
der
thun der
IX. No matter which system you choose, you must
STICK WITH THAT SYSTEM OVER TIME.
Phonemic awareness and phonics skills do not develop in one year
with one teacher; they develop over multiple years.
Choose one system and stay with it.
This means that you must collaborate with receiving teachers. Teachers
P-4 must agree upon one system and stay with it. Systems may
differ between children, but they should NOT differ across years.
p
X. Some available phonics curriculums have been
used successfully with DHH students who are
learning through the auditory pathway.
Children’s Early Intervention for Speech, Language, and Literacy
(www.slosson.com)
Lindamood Bell (http://www.lblp.com/programs/lips.html)
A group of researchers at Georgia State University is designing a
literacy curriculum for preschool deaf children.
(For more information, contact [email protected].)
10 Things you should know about
phonemic awareness and phonics.
I.
Vocabulary and grammar weaknesses will influence phonemic awareness and
phonics acquisition in children with hearing loss.
II.
Many children with hearing loss can learn phonemic awareness and phonics.
III.
There are at least two primary modes through which children with hearing loss
can develop an internal representation system for phonemic-graphemic
relationships.
IV.
When teaching through the auditory mode, teachers should pay careful attention
to the sounds that are available to the child.
V.
When teaching through the visual mode, teachers should pair the visual strategy
carefully with the needs of the student.
•
VI. One visual alternative is Cued Speech.
•
VII. A second visual alternative is Visual Phonics.
•
VIII. A third visual alternative involves structural analysis and color coding.
•
IX. No matter which system you choose, you must STICK WITH THAT SYSTEM
OVER TIME.
•
X. Some available phonics curriculums have been used successfully with DHH
students who are learning through the auditory pathway.