Phonemic Awareness, Phonemic Awareness, Phonics, and FluencyPhonics, and FluencyThe Fear FactorThe Fear Factor

Joann Doyle, MS CCC-SLPJoann Doyle, MS CCC-SLPSLP Literacy AcademiesSLP Literacy Academies

National Reading PanelNational Reading Panel

� National Reading Panel and other National Reading Panel and other research has clearly documented the research has clearly documented the importance of incorporating phonemic importance of incorporating phonemic awareness, phonics, and fluency in awareness, phonics, and fluency in reading instruction.reading instruction.

� There is clearly a connection between There is clearly a connection between these skills and accurate and fluent these skills and accurate and fluent word recognition.word recognition.

Who’s at riskWho’s at risk

� ““It is well established that children with It is well established that children with a history of spoken language delays a history of spoken language delays and difficulties are at risk for and difficulties are at risk for subsequent literacy problems, subsequent literacy problems, understanding the nature of this risk still understanding the nature of this risk still presents an important challenge both to presents an important challenge both to reading specialists and speech-reading specialists and speech-language professionals.” (Snowling, language professionals.” (Snowling, 2004)2004)

Language & LiteracyLanguage & Literacy

� Recent studies have shown it is Recent studies have shown it is possible to make good possible to make good predications of reading predications of reading outcomes based largely on outcomes based largely on early language factors.early language factors.

(Catts, Fey, Zhang, & Tomblin 2001)(Catts, Fey, Zhang, & Tomblin 2001)

Catts et al (2001)Catts et al (2001)

� 5 variables that could provide an 88% 5 variables that could provide an 88% probability of children having reading probability of children having reading problems:problems:– Sentence Imitation Sentence Imitation – Letter IdentificationLetter Identification– Phonological AwarenessPhonological Awareness– Rapid NamingRapid Naming– Mother’s EducationMother’s Education

Language & LiteracyLanguage & Literacy� Using spoken language disorders as the Using spoken language disorders as the

criterion approximately 73% of the criterion approximately 73% of the students who later experienced reading students who later experienced reading delays could have been identified by age delays could have been identified by age 3 or 4 years (Fey 1995)3 or 4 years (Fey 1995)

� When speech/language services are When speech/language services are targeted for spoken language targeted for spoken language only only they they do not seem to impact reading and do not seem to impact reading and literacy directly.literacy directly.

� Fey suggests that it is necessary to Fey suggests that it is necessary to supplement traditional speech and supplement traditional speech and language intervention with a focus on language intervention with a focus on print and phonological awareness. (1995)print and phonological awareness. (1995)

Phonological ProcessingPhonological Processing

Phonological Processing Phonological Processing SkillsSkills

� Alphabetic languages represent Alphabetic languages represent language at the language at the phoneme phoneme level (i.e. level (i.e. letters typically correspond to letters typically correspond to phonemes in words).phonemes in words).

� Almost all poor readers have a problem Almost all poor readers have a problem with phonological processing.with phonological processing.

Phonological Processing Phonological Processing SkillsSkills

Phonological MemoryPhonological MemoryPhonological AccessPhonological AccessPhonological SensitivityPhonological Sensitivity

Phonological MemoryPhonological Memory

� The ability to hold sound based The ability to hold sound based information in immediate memoryinformation in immediate memory

� Better PM may increase the likelihood Better PM may increase the likelihood that the phonemes associated with the that the phonemes associated with the letters of a word can be maintained in letters of a word can be maintained in memory while decoding, freeing more memory while decoding, freeing more cognitive resources for decoding and cognitive resources for decoding and comprehension.comprehension.

Phonological Access Phonological Access (Retrieval)(Retrieval)

� The retrieval of sound-based codes The retrieval of sound-based codes from memory.from memory.

� Better phonological access may Better phonological access may increase the ease of retrieval of increase the ease of retrieval of phonological codes associated with phonological codes associated with letters, word segments, and whole letters, word segments, and whole words from memory, making it more words from memory, making it more likely that they can be used in decoding.likely that they can be used in decoding.

Phonological Sensitivity Phonological Sensitivity (phonological awareness)(phonological awareness)

� The ability apprehend and/or The ability apprehend and/or manipulate smaller and smaller units of manipulate smaller and smaller units of soundsound

� Better phonological sensitivity facilitates Better phonological sensitivity facilitates the connection between letters and the the connection between letters and the sounds they represent in words.sounds they represent in words.

Phonological AwarenessPhonological Awareness

� The term began appearing in the research The term began appearing in the research literature in the late 1970’s and early 1980’s.literature in the late 1970’s and early 1980’s.

� Refers to an individual’s awareness of the Refers to an individual’s awareness of the sound structure of a spoken word.sound structure of a spoken word.

� Relates directly to a child’s ability to decode Relates directly to a child’s ability to decode words and to spell.words and to spell.

� Explicit awareness of the phonological Explicit awareness of the phonological structure of a word helps children draw structure of a word helps children draw connections between the spoken form of a connections between the spoken form of a word and its written form.word and its written form.

CoarticulationCoarticulation

Usefulness of PA Usefulness of PA AssessmentAssessment

� A measure of phonological awareness in A measure of phonological awareness in kindergarten predicted 2kindergarten predicted 2ndnd grade word reading grade word reading beyond a measure of letter identification.beyond a measure of letter identification.

� The best predictor at 2The best predictor at 2ndnd grade of word grade of word reading ability is word reading and a measure reading ability is word reading and a measure of phonetic decoding added unique of phonetic decoding added unique information. information.

� There is a reciprocal relationship between PA There is a reciprocal relationship between PA and reading and spelling.and reading and spelling.

� (Hogan, Catts, Little: 2005)(Hogan, Catts, Little: 2005)

PA & Children with PA & Children with Speech ImpairmentSpeech Impairment

� Is closely related to the severity of the Is closely related to the severity of the phonological disorder and level of phonological disorder and level of phonological awareness. phonological awareness. (Catts & Kamhi: 1999)(Catts & Kamhi: 1999)

� Receptive-based assessments of underlying Receptive-based assessments of underlying phonological representations provide phonological representations provide clinically relevant information for children with clinically relevant information for children with speech impairment. speech impairment. (Sutherland & Gillon: 2005)(Sutherland & Gillon: 2005)

� Data provides evidence to support integrating Data provides evidence to support integrating activities to develop PA and letter knowledge activities to develop PA and letter knowledge into therapy for 3 & 4 year old children with into therapy for 3 & 4 year old children with moderate of severe speech impairment. moderate of severe speech impairment. (Gillon: (Gillon: 2005)2005)

Possible Roles of the Possible Roles of the SLP - PASLP - PA

� Provide phonological processing assessment Provide phonological processing assessment as part of the test batteryas part of the test battery– (CELF-4: Phonological Awareness, Number (CELF-4: Phonological Awareness, Number

Repetition, Recalling Sentences, Word Repetition, Recalling Sentences, Word Associations, Familiar Sequences, & Rapid Associations, Familiar Sequences, & Rapid Automatic Naming Automatic Naming

– ITPA-3 : Word Discrimination, Phonemic ITPA-3 : Word Discrimination, Phonemic Analysis, Sight Decoding, Sound Decoding, Analysis, Sight Decoding, Sound Decoding, Sight Spelling, Sound SpellingSight Spelling, Sound Spelling

– TOLD-P3 : Sound Deletion, Rhyming TOLD-P3 : Sound Deletion, Rhyming SequencesSequences

– Test of Auditory Processing Skills (TAPS)Test of Auditory Processing Skills (TAPS)

Case StudyCase Study

� Female: kindergarten repeater, CA 6-0Female: kindergarten repeater, CA 6-0� Enrolled in language therapy – only disabilityEnrolled in language therapy – only disability� TOLD-P3: SLQ 70/Listening 88 /Speaking Q TOLD-P3: SLQ 70/Listening 88 /Speaking Q

7979� DIBELS: Initial Sound Fluency MR (20-40%), DIBELS: Initial Sound Fluency MR (20-40%),

Letter Name Fluency LR (at or above 40%)Letter Name Fluency LR (at or above 40%)� Supplemental Subtests TOLDSupplemental Subtests TOLD

– Word Discrimination subtest SS 5/5%Word Discrimination subtest SS 5/5%– Phonemic Analysis subtest SS 2/1%Phonemic Analysis subtest SS 2/1%

Case StudyCase Study

� Female: 1Female: 1stst grade, CA 7-2 grade, CA 7-2� Enrolled in language therapy, only disabilityEnrolled in language therapy, only disability� PLS-4 Total Quotient 79/Auditory Comprehension Q PLS-4 Total Quotient 79/Auditory Comprehension Q

85 /Expressive Communication 7785 /Expressive Communication 77� DIBELS: Letter Naming Fluency LR, Phoneme DIBELS: Letter Naming Fluency LR, Phoneme

Segmentation Fluency MR, Nonsense Word Fluency Segmentation Fluency MR, Nonsense Word Fluency MR, Oral Reading Fluency MRMR, Oral Reading Fluency MR

� CELF-4: Sentence Imitation-SS 4, Phonological CELF-4: Sentence Imitation-SS 4, Phonological Awareness-Below Criterion, Number Repetition- Awareness-Below Criterion, Number Repetition- forward SS 5, reversed SS 2, total SS 3, RAN-forward SS 5, reversed SS 2, total SS 3, RAN-Criterion Non-normalCriterion Non-normal

� (CTOPP – PA SS 89, PM SS 72, RN SS 67)(CTOPP – PA SS 89, PM SS 72, RN SS 67)

Case StudyCase Study

� Male: 2Male: 2ndnd grade repeater, CA 9-4 grade repeater, CA 9-4� Enrolled in language therapy, only disabilityEnrolled in language therapy, only disability� TOLD:P3: Spoken Language Q SS 76/ Listening Q TOLD:P3: Spoken Language Q SS 76/ Listening Q

SS 73/Speaking Q SS 79SS 73/Speaking Q SS 79� DIBELS: DIBELS:

– 2004-2005 (end of yr) Nonsense Word Fluency 32 MR, Oral 2004-2005 (end of yr) Nonsense Word Fluency 32 MR, Oral Reading Fluency 48 HR Reading Fluency 48 HR

– 2005-2006 Nonsense Word Fluency 48 MR, Oral Reading 2005-2006 Nonsense Word Fluency 48 MR, Oral Reading Fluency 38 MRFluency 38 MR

� ITPA-3: Sound Deletion-SS 9/37%, Rhyming ITPA-3: Sound Deletion-SS 9/37%, Rhyming Sequences-SS 7/16%, Sight Decoding-SS 8/25%, Sequences-SS 7/16%, Sight Decoding-SS 8/25%, Sound Decoding-SS 8/25%, Sight Spelling-SS Sound Decoding-SS 8/25%, Sight Spelling-SS 7/16%, Sound Spelling-SS 10/50%7/16%, Sound Spelling-SS 10/50%

Levels of Phonological Levels of Phonological Awareness (Gillon 2004)Awareness (Gillon 2004)

� Syllable AwarenessSyllable Awareness– Awareness that words can be broken up into Awareness that words can be broken up into

syllables, each syllable in a word contains a vowelsyllables, each syllable in a word contains a vowel� Onset-Rime AwarenessOnset-Rime Awareness

– Is shown at the intra-syllabic levelIs shown at the intra-syllabic level– The onset of a word is the consonant or The onset of a word is the consonant or

consonants that precede the vowel, and the rime consonants that precede the vowel, and the rime is everything after the vowel (e.g. c-at or bl-ack)is everything after the vowel (e.g. c-at or bl-ack)

� Phonemic AwarenessPhonemic Awareness– Awareness at the phoneme levelAwareness at the phoneme level

Syllable TasksSyllable Tasks

� Syllable Segmentation: “How many Syllable Segmentation: “How many syllables or words parts in fantastic?”syllables or words parts in fantastic?”

� Syllable Deletion: “Say rabbit, now say Syllable Deletion: “Say rabbit, now say it again but don’t say ra.”it again but don’t say ra.”

Onset-Rime TasksOnset-Rime Tasks

� Spoken rhyme recognition: “Do these Spoken rhyme recognition: “Do these words rhyme: cat-bat?”words rhyme: cat-bat?”

� Rhyme oddity task: “Which word does Rhyme oddity task: “Which word does not belong: cat, hat, fish?”not belong: cat, hat, fish?”

� Spoken rhyme production: “Tell me a Spoken rhyme production: “Tell me a word that rhymes or sounds like fish.”word that rhymes or sounds like fish.”

� Onset-rime blending: “What word is this: Onset-rime blending: “What word is this: f – ish?”f – ish?”

Phonemic AwarenessPhonemic Awareness

� Alliteration: “Which word has a different Alliteration: “Which word has a different first sound: bat, hat, ball, boy?”first sound: bat, hat, ball, boy?”

� Phoneme matching: “Which word Phoneme matching: “Which word begins with the same sound as bat: hat, begins with the same sound as bat: hat, fish, bed?”fish, bed?”

� Phoneme isolation: “What is the first Phoneme isolation: “What is the first sound in the word pig?”sound in the word pig?”

� Phoneme blending: “What word do Phoneme blending: “What word do these sounds make: /k/ /a/ /t/?”these sounds make: /k/ /a/ /t/?”

Phonemic Awareness Phonemic Awareness TasksTasks

� Phoneme deletion: “Say stick, now say Phoneme deletion: “Say stick, now say it again but don’t say /s/.”it again but don’t say /s/.”

� Phoneme segmentation: “Tell me the Phoneme segmentation: “Tell me the sounds in the word bus.”sounds in the word bus.”

� Phoneme reversal: “Say back now say Phoneme reversal: “Say back now say it backwards”it backwards”

Levels “Just Read, Levels “Just Read, Florida”Florida”

Rhyme & Alliteration

Sentence Segmentation

Syllable Blending & Segmenting

Onset-Rime Blending & Segmenting

Phoneme Segmenting & Blending

Phonological Awareness

The goal of PA intervention is The goal of PA intervention is to enhance reading & writing to enhance reading & writing performance.performance.

Possible RolesPossible Roles

� Assist with DIBELS with students that Assist with DIBELS with students that have severe speech problemshave severe speech problems

� Train and provide model for how Train and provide model for how sounds are madesounds are made

� Provide PA for students on caseload, in Provide PA for students on caseload, in a push-in model could include other a push-in model could include other students in the classroom that are students in the classroom that are having problemshaving problems

Consonant Phoneme Consonant Phoneme ChartChart

p. 27

Vowel Chart (Moats, Vowel Chart (Moats, 2004)2004)

Intervention in PAIntervention in PA

� Select a story that you enjoy reading Select a story that you enjoy reading with your students.with your students.

� You can select words for articulation You can select words for articulation intervention as well as words for PA. intervention as well as words for PA. They may be slightly different.They may be slightly different.

� You can use the same book for You can use the same book for selecting vocabulary words to teach.selecting vocabulary words to teach.

Where the Wild Things Where the Wild Things AreAre

Artic Word BankArtic Word Bank� ShSh

– gnashedgnashed– oceanocean– ferociousferocious– showedshowed– shoreshore

� S/Z MaxS/Z Max scalesscales sailedsailed waveswaves ceilingceiling forestforest scaryscary

� RR– rumpusrumpus– forestforest– dragondragon– roarroar– terribleterrible– rolledrolled– silversilver

� LL– wildwild -fearless-fearless– wolfwolf -flap-flap– scalesscales– terribleterrible– lovelove– tumbletumble

Phonemic AwarenessPhonemic Awareness

� Students need solid phonemic Students need solid phonemic awareness training for phonics awareness training for phonics instruction to be effective.instruction to be effective.

� Approximately 20-40% of children have Approximately 20-40% of children have difficulty with PA. difficulty with PA.

� Focusing on one or two skills is more Focusing on one or two skills is more effective than multiple skills e.g. effective than multiple skills e.g. segmenting and blendingsegmenting and blending

Phonological AwarenessPhonological Awareness

� Phonological awareness involves Phonological awareness involves rhyme, syllable awareness and rhyme, syllable awareness and phonemic awareness. phonemic awareness.

Alvin alligator always asks Alice if she likes ants.

Phonemic AwarenessPhonemic Awareness

� Phonemic awareness is not related to print, a Phonemic awareness is not related to print, a child can have some levels of awareness child can have some levels of awareness before they learn the alphabet.before they learn the alphabet.

� Phonemic awareness activities are oral Phonemic awareness activities are oral language activities, however once students language activities, however once students can readily identify the letters of the alphabet can readily identify the letters of the alphabet activities should include letters. PA activities activities should include letters. PA activities themselves will not insure success in learning themselves will not insure success in learning to decode.to decode.

Factors that effect Factors that effect difficulty of PA activitiesdifficulty of PA activities

� Two factors that contribute to difficulty Two factors that contribute to difficulty are are – the memory requirements of the task and the memory requirements of the task and – the characteristics of phonological units.the characteristics of phonological units.

Memory Requirements of Memory Requirements of the Taskthe Task

� Difficulties in short term memory will impact Difficulties in short term memory will impact the ability of the student to recall sounds and the ability of the student to recall sounds and words.words.

� A task such as tell me the sounds in cat /c/ /a/ A task such as tell me the sounds in cat /c/ /a/ /t/ requires less memory than asking them to /t/ requires less memory than asking them to reverse sounds in words. (e.g. Say pat now reverse sounds in words. (e.g. Say pat now say it backwards: tap)say it backwards: tap)

� Using pictures with younger children Using pictures with younger children decreases the memory requirement.decreases the memory requirement.

Characteristics of Characteristics of phonological units to be phonological units to be consideredconsidered� Position in word – initial and final easier than Position in word – initial and final easier than

medial.medial.� Number of phonemes in a word – cat is easier Number of phonemes in a word – cat is easier

than sand.than sand.� Size – compound words are larger than Size – compound words are larger than

phonemes.phonemes.� Phonological properties – continuants, such as Phonological properties – continuants, such as

/m/, are easier than stop sounds, /m/, are easier than stop sounds, such as /t/.such as /t/.

– Phonological Awareness Dimension – rhyme is Phonological Awareness Dimension – rhyme is easier than segmentation.easier than segmentation.

Phonological Awareness Phonological Awareness & Phonics& Phonics

� Model, model, model… then have the Model, model, model… then have the student do the activity. Don’t hesitate to student do the activity. Don’t hesitate to draw attention to how the sound feels as draw attention to how the sound feels as in articulation activities.in articulation activities.

� Most poor readers have weak Most poor readers have weak phonological sensitivity, even student’s in phonological sensitivity, even student’s in intermediate levels as well as middle and intermediate levels as well as middle and high school students.high school students.

Phonological Awareness Phonological Awareness & Phonics& Phonics

� Make phonological awareness instruction Make phonological awareness instruction explicit. Use concrete objects to assist with explicit. Use concrete objects to assist with mental manipulation of sounds – use a marker mental manipulation of sounds – use a marker while saying the phoneme and with students while saying the phoneme and with students who know their letters use letters in who know their letters use letters in manipulation tasks.manipulation tasks.

� Show me the sounds in Show me the sounds in cat…cat…

– Show me the letters you hear in Show me the letters you hear in catcat… …

c a t

Use Elkonin or Sound Use Elkonin or Sound BoxesBoxes

Sound BoxesSound Boxes

church

Creating a PA activity Creating a PA activity from selected Literature from selected Literature Books Books

� Select a favorite book that you like to read to Select a favorite book that you like to read to your students.your students.

� Use the following template to create your own Use the following template to create your own PA activities.PA activities.

� Be sure to pick out the most interesting Be sure to pick out the most interesting vocabulary.vocabulary.

� Keep in mind the PA level of your students so Keep in mind the PA level of your students so that the activities are appropriate.that the activities are appropriate.

Where the Wild Things Where the Wild Things AreAre

Where the Wild Things Where the Wild Things AreAre

� Sample vocabulary for PA: Sample vocabulary for PA: � wild wild mischiefmischief� wolfwolf forestforest� ceilingceiling vinesvines� oceanocean privateprivate� sailedsailed someonesomeone� rumpusrumpus intointo

Phonological Awareness Phonological Awareness Developmental ContinuumDevelopmental Continuum

RhymingRhyming

Syllable: blending & segmentation

Onset-rime: blending & segmentation

Phoneme: blending & segmentation

Phoneme: deleting & manipulation

Rhyme LevelRhyme Level

� ““Do _______ and ______ rhyme?” Do _______ and ______ rhyme?” (recognition)(recognition)

� wild/mildwild/mild� boat/betboat/bet� ““Tell me a word that rhymes (sounds Tell me a word that rhymes (sounds

like) _______.” (production)like) _______.” (production)–boatboat–wallwall

Syllable LevelSyllable Level

� ““What word is this _____?”What word is this _____?”– rum-pusrum-pus– some-onesome-one

� ““How many syllables (word parts) in _____?”How many syllables (word parts) in _____?”� suppersupper� ceilingceiling

� ““Say _______ now say it again, but don’t say Say _______ now say it again, but don’t say _____.”_____.”– someone/somesomeone/some

Onset-rime LevelOnset-rime Level

� ““What word is this?”What word is this?”– w-ildw-ild

� ““Tell me the sound(s) at the beginning Tell me the sound(s) at the beginning of this word _______.of this word _______.– cl-awscl-aws

Phoneme BlendingPhoneme Blending

� ““What word is this?” ______What word is this?” ______– /v/ //v/ /īī/ /n/ /z// /n/ /z/– /w/ //w/ /īī/ /l/ /d// /l/ /d/– /r/ /u/ /m/ /p/ /u/ /s//r/ /u/ /m/ /p/ /u/ /s/

Phoneme Isolation LevelPhoneme Isolation Level

� ““What’s the first sound in the word____?”What’s the first sound in the word____?”– MaxMax

� What’s the last sound in the word____?”What’s the last sound in the word____?”– worldworld

� ““What’s the middle sound in_____?”What’s the middle sound in_____?”– weekweek

Phoneme SegmentationPhoneme Segmentation

� ““Tell me the sounds in ______?”Tell me the sounds in ______?”– terribleterrible– thingsthings– hunghung– kingking

Phoneme Deletion LevelPhoneme Deletion Level

� Say ________, now say it again but, don’t Say ________, now say it again but, don’t say / /.say / /.– roar/rroar/r– wild/dwild/d– blink/bblink/b– grew/rgrew/r

Phoneme Phoneme Manipulation/Substitution LevelManipulation/Substitution Level

� ““Say ______, now change / / to / /.”Say ______, now change / / to / /.”– teeth, now change /t/ to /r/: teeth, now change /t/ to /r/: wreathwreath– rumpus, now change /r/ to /k/: rumpus, now change /r/ to /k/: compasscompass

RememberRemember

� Start with compound words.Start with compound words.� Beginning sounds are easier to hear.Beginning sounds are easier to hear.� Model each activity for your students.Model each activity for your students.� Consonant blends are the most difficult Consonant blends are the most difficult

and may not be acquired until third and may not be acquired until third grade.grade.

PA for Older StudentsPA for Older Students

From Phonemic From Phonemic Awareness to PhonicsAwareness to Phonics

� Phonics is connecting the sounds to Phonics is connecting the sounds to letters/graphemes.letters/graphemes.

� Phonics is taught in a sequence.Phonics is taught in a sequence.� Instruction should be explicit.Instruction should be explicit.� Teach letter-sound correspondences in Teach letter-sound correspondences in

isolation.isolation.

From PhonicsFrom Phonics

� Teach phonemes are represented by Teach phonemes are represented by graphemes. (graphemes are letters or graphemes. (graphemes are letters or letter groups that represent phonemes)letter groups that represent phonemes)

� Move from phonemes to Move from phonemes to letters/graphemes or there will be very letters/graphemes or there will be very little impact on reading and spelling.little impact on reading and spelling.

GraphemesGraphemes

� Letters or letter groups that represent Letters or letter groups that represent phonemes:phonemes:

f- i- n- i- sh

/f/ /i/ /n/ /i/ /sh/

h- igh- l- igh- t

/h/ /ī/ /l/ /ī/ /t/

Role of the SLP in Role of the SLP in PhonicsPhonics

� Help teachers understand to:Help teachers understand to:– Separate auditorily and visually similar Separate auditorily and visually similar

letters e.g. /i/ and /e/ or /b/ and /d/.letters e.g. /i/ and /e/ or /b/ and /d/.– Introduce some continuous sounds Introduce some continuous sounds

early /m/ as opposed to /b/.early /m/ as opposed to /b/.– Introduce letters that can be used to build Introduce letters that can be used to build

many words: a as in /a/ m, t, c, t.many words: a as in /a/ m, t, c, t.– Introduce letters that have single sounds Introduce letters that have single sounds

should be taught first: b as opposed to cshould be taught first: b as opposed to c

Role of SLPRole of SLP

– That many language impaired students That many language impaired students don’t understand or use inflected don’t understand or use inflected morphemes.morphemes.

– Articulation of sounds has an impact on Articulation of sounds has an impact on how children spell:how children spell:

Greek-derived morphemes

Derivational Morphology: Anglo Saxon & Latin Roots, Prefixes, Suff ixes

Inflectional MorphologyCommon Syllables, Syllabication

Fluent Recognition of Word Families

300-500 “Sight Words”

Phoneme-Grapheme CorrespondencesPhonological Awareness

K 1 2 3 4 5 6 7+

Steps in Teaching & Learning Printed Word Recognition in English (Moats, 2000: Speech to Print)

Use Elkonin or Sound Use Elkonin or Sound BoxesBoxes

sh i

p

c

t

a

Bridging to PhonicsBridging to Phonics

� How many sounds? How many letters?How many sounds? How many letters?� wildwild ________ letters letters __ ______ sounds sounds� thingsthings _ ___ __ _ ___ __� MaxMax _ ___ __ _ ___ __� privateprivate _ ___ __ _ ___ __� nightnight _ ___ __ _ ___ __� sailed sailed _ ___ __ _ ___ __

4 4

6 4

3 47 6

5 3

6 4

Phoneme Grapheme Mapping Phoneme Grapheme Mapping (Kathi Grace, 2005) 3(Kathi Grace, 2005) 3rdrd Grade & Grade & beyondbeyond

� A technique to develop awareness of A technique to develop awareness of how graphemes map onto print.how graphemes map onto print.

� Map each Map each phoneme phoneme into one sound into one sound box:box:

kn i fe

t ee th

Phoneme-Grapheme Phoneme-Grapheme MappingMapping

chch oo ckck

shsh rr ii mm pp ssknkn ighigh ttjj uu dgedgecc rr owow dd

* p. 17LETRS: Moats 2005

Phoneme-Grapheme Phoneme-Grapheme MappingMapping

ss tt rr ee tchtchthth oughough tttt aaqq uu ii tt

ee

hh aa pppp yy* p. 17

x

LETRS: Moats, 2005

Phoneme-Grapheme Phoneme-Grapheme Mapping GridMapping Grid

� Use this grid to support your Use this grid to support your instruction with students.instruction with students.

� Script the words you will ask your Script the words you will ask your students to map.students to map.

� Scaffold further, if needed, by telling Scaffold further, if needed, by telling students exactly how many boxes are students exactly how many boxes are needed to represent the sounds in needed to represent the sounds in each of your words.each of your words.

* p. 17Kathi Grace: Phoneme-Grapheme Mapping & LETRS

Phoneme-Grapheme Phoneme-Grapheme MappingMapping

M a x

th i ng sz

p l ay ed d

gn a sh edt

r u m p u s

From Phonics to FluencyFrom Phonics to Fluency

What is Reading What is Reading Fluency?Fluency?

� Automaticity is reading with no noticeable Automaticity is reading with no noticeable cognitive or mental effortcognitive or mental effort

� Fundamental skills are so “automatic” that Fundamental skills are so “automatic” that they do not require conscious attentionthey do not require conscious attention

� Examples of automaticity :Examples of automaticity :� Shifting gears on a carShifting gears on a car� Playing an instrumentPlaying an instrument� Playing a sportPlaying a sport

Components of Reading Components of Reading FluencyFluency

� FluencyFluency– ProsodyProsody

� Expression, Intonation & PhrasingExpression, Intonation & Phrasing– AutomaticityAutomaticity

� Accuracy & SpeedAccuracy & Speed

Role of SLPRole of SLP

� Include “precision teaching” or speed Include “precision teaching” or speed drills targeting specific skills ( e.g. CVC drills targeting specific skills ( e.g. CVC words) into therapywords) into therapy

� Include instruction in phrasing, Include instruction in phrasing, intonation, and prosody into fluent intonation, and prosody into fluent reading practice (sensitivity to syntax reading practice (sensitivity to syntax and punctuation).and punctuation).– (Kamhi, (2003) The Role of the SLP in (Kamhi, (2003) The Role of the SLP in

Improving Reading Fluency)Improving Reading Fluency)

www.oxtonhouse.com

Fluency ActivitiesFluency Activities

� Model fluency using prosodyModel fluency using prosody� Choral read parts of a storyChoral read parts of a story� Echo read parts of storiesEcho read parts of stories� Mark phrasing in a big book with Mark phrasing in a big book with

removable highlighting tape and model.removable highlighting tape and model.

� That very night That very night in in Max’s roomMax’s room a forest a forest grewgrew, , and grewand grew and and grew…grew…

Case StudyCase Study

� Female: kindergarten repeater, CA 6-0Female: kindergarten repeater, CA 6-0� Enrolled in language therapy – only disabilityEnrolled in language therapy – only disability� TOLD-P3: SLQ 70/Listening 88 /Speaking Q TOLD-P3: SLQ 70/Listening 88 /Speaking Q

7979� DIBELS: Initial Sound Fluency MR (20-40%), DIBELS: Initial Sound Fluency MR (20-40%),

Letter Name Fluency LR (at or above 40%)Letter Name Fluency LR (at or above 40%)� Supplemental Subtests TOLDSupplemental Subtests TOLD

– Word Discrimination subtest SS 5/5%Word Discrimination subtest SS 5/5%– Phonemic Analysis subtest SS 2/1%Phonemic Analysis subtest SS 2/1%

Case StudyCase Study

� Female: 1Female: 1stst grade, CA 7-2 grade, CA 7-2� Enrolled in language therapy, only disabilityEnrolled in language therapy, only disability� PLS-4 Total Quotient 79/Auditory Comprehension Q PLS-4 Total Quotient 79/Auditory Comprehension Q

85 /Expressive Communication 7785 /Expressive Communication 77� DIBELS: Letter Naming Fluency LR, Phoneme DIBELS: Letter Naming Fluency LR, Phoneme

Segmentation Fluency MR, Nonsense Word Fluency Segmentation Fluency MR, Nonsense Word Fluency MR, Oral Reading Fluency MRMR, Oral Reading Fluency MR

� CELF-4: Sentence Imitation-SS 4, Phonological CELF-4: Sentence Imitation-SS 4, Phonological Awareness-Below Criterion, Number Repetition- Awareness-Below Criterion, Number Repetition- forward SS 5, reversed SS 2, total SS 3, RAN-forward SS 5, reversed SS 2, total SS 3, RAN-Criterion Non-normalCriterion Non-normal

� (CTOPP – PA SS 89, PM SS 72, RN SS 67)(CTOPP – PA SS 89, PM SS 72, RN SS 67)

Case StudyCase Study

� Male: 2Male: 2ndnd grade repeater, CA 9-4 grade repeater, CA 9-4� Enrolled in language therapy, only disabilityEnrolled in language therapy, only disability� TOLD:P3: Spoken Language Q SS 76/ Listening Q TOLD:P3: Spoken Language Q SS 76/ Listening Q

SS 73/Speaking Q SS 79SS 73/Speaking Q SS 79� DIBELS: DIBELS:

– 2004-2005 (end of yr) Nonsense Word Fluency 32 MR, Oral 2004-2005 (end of yr) Nonsense Word Fluency 32 MR, Oral Reading Fluency 48 HR Reading Fluency 48 HR

– 2005-2006 Nonsense Word Fluency 48 MR, Oral Reading 2005-2006 Nonsense Word Fluency 48 MR, Oral Reading Fluency 38 MRFluency 38 MR

� ITPA-3: Sound Deletion-SS 9 37%, Rhyming ITPA-3: Sound Deletion-SS 9 37%, Rhyming Sequences-SS 7/16%, Sight Decoding-SS 8/25%, Sequences-SS 7/16%, Sight Decoding-SS 8/25%, Sound Decoding-SS 8/25%, Sight Spelling-SS Sound Decoding-SS 8/25%, Sight Spelling-SS 7/16%, Sound Spelling-SS 10/50%7/16%, Sound Spelling-SS 10/50%

PA ActivityPA Activity

PA WebsitesPA Websites

� http://www.fcrr.org/activities/http://www.fcrr.org/activities/� http://141.104.22.210/VDOE/Instruction/http://141.104.22.210/VDOE/Instruction/

Reading/findings.pdfReading/findings.pdf� http://www.balancedreading.com/assesshttp://www.balancedreading.com/assess

ment/abecedarian.pdfment/abecedarian.pdf� http://teams.lacoe.edu/documentation/clahttp://teams.lacoe.edu/documentation/cla

ssrooms/patti/k-1/k-1.htmlssrooms/patti/k-1/k-1.html