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Phonics, Word Recognition, and Spelling Sharon Walpole University of Delaware

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Phonics, Word Recognition, and Spelling. Sharon Walpole University of Delaware. Overview of the Session. Look at development of the alphabetic principle in a child’s natural writing Discuss stages in reading and spelling development - PowerPoint PPT Presentation

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Page 1: Phonics, Word Recognition, and Spelling

Phonics, Word Recognition, and Spelling

Sharon Walpole

University of Delaware

Page 2: Phonics, Word Recognition, and Spelling
Page 3: Phonics, Word Recognition, and Spelling

Overview of the Session

• Look at development of the alphabetic principle in a child’s natural writing

• Discuss stages in reading and spelling development• Review principles of, strategies for, and research on

phonics instruction• Look at reflection of the alphabetic principle in a child’s

developmental spelling assessments• Review some basic concepts about the spelling system

that are helpful for teachers to know• Consider strategies for developing teacher knowledge in

this area

Page 4: Phonics, Word Recognition, and Spelling

Children’s spellings can give us insight into their knowledge of the characteristics of an alphabetic orthography.

From spellings, we can document what children know, what they can do, and what they need to learn.

Page 5: Phonics, Word Recognition, and Spelling

October, Kindergarten

TRNSX

“tyrannosaurus rex”

Page 6: Phonics, Word Recognition, and Spelling

What does the child

Know? Need?

Page 7: Phonics, Word Recognition, and Spelling

October, Kindergarten

HTUT SAT NO DWO

WOW

“Humpty Dumpty sat on a wall

(and I made the O into a pumpkin!)”

Page 8: Phonics, Word Recognition, and Spelling

What does the child

Know? Need?

Page 9: Phonics, Word Recognition, and Spelling

Summer Between Kindergarten and First

Fin you dot limi wrking

you ovwas s locat the

mes you mad

“Fine. You don’t like my working. You always say look at the mess you made.”

Page 10: Phonics, Word Recognition, and Spelling

What does the child

Know? Need?

Page 11: Phonics, Word Recognition, and Spelling

September, First Grade

I like gowin g to the moves with my mom

Page 12: Phonics, Word Recognition, and Spelling

What does the child

Know? Need?

Page 13: Phonics, Word Recognition, and Spelling

October, First Grade

WONS A BOY NAMDE DAVY FIDID INDEIDS HE HAD A GON AND A NIF HE WOS the KING of the WIYD FROTTER TER

Page 14: Phonics, Word Recognition, and Spelling

What does the child

Know? Need?

Page 15: Phonics, Word Recognition, and Spelling

November, First Grade

I like horsis

The beste

I like anomols.

Page 16: Phonics, Word Recognition, and Spelling

What does the child

Know? Need?

Page 17: Phonics, Word Recognition, and Spelling

January, First Grade

I like to ski on the hill.

I like green eggs and ham.

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What does the child

Know? Need?

Page 19: Phonics, Word Recognition, and Spelling

February, First Grade

Page 20: Phonics, Word Recognition, and Spelling

Onc my brother had a dream. We had a krab. We boet the krab that day. That same knite the krab crold on my brothers head and he dreamd abuot that crab. He wock up and said I dremd abuot a krab.

Page 21: Phonics, Word Recognition, and Spelling

What does the child

Know? Need?

Page 22: Phonics, Word Recognition, and Spelling

March, First Grade

Today at library we talkt about Sinthiea Riyhlent. She had a real dog naemd mudge. And she rote abuot Henry and mudge. A subetot came in and read us a henry and mudge book.

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What does the child

Know? Need?

Page 24: Phonics, Word Recognition, and Spelling

April, First Grade

My uncel came on Saterday. He was the kcick me chaimpieon. He juggled 585 times in a row. He was the best in the word back then. He realy was!!!!

Page 25: Phonics, Word Recognition, and Spelling

What does the child

Know? Need?

Page 26: Phonics, Word Recognition, and Spelling

May, First Grade

The watercress seeds are poiting towerd the window because it needs sun. We are going to be able to eat them at the end of school.

Page 27: Phonics, Word Recognition, and Spelling

What does the child

Know? Need?

Page 28: Phonics, Word Recognition, and Spelling

General Questions

• Do you have adequate understanding of developmental issues in reading and spelling?

• Do you have adequate understanding of the role of decoding in word recognition and spelling?

• Does your reading program include adequate attention to instruction in phonics and decoding?

• Does your reading program include a sensible plan for assessment of phonics knowledge and decoding skills?

• Does your reading program include adequate attention to intervention in decoding?

Page 29: Phonics, Word Recognition, and Spelling

General Plan

• Who needs phonics instruction? When?– A look at literacy ages and stages

• Instructional strategies for teaching phonics

• Research on phonics instruction

• Building a knowledge base for teaching phonics

Page 30: Phonics, Word Recognition, and Spelling

Development of Reading

Emergent Stage: Before children have a concept of word

Beginning Stage: As children are building a sight vocabulary

Instructional Stage: Continues through years--advances with instructionTransitional reader: Begin to read silently and

read/write with greater fluency Intermediate and Advanced: Read to learn and

write to convey meaning

Page 31: Phonics, Word Recognition, and Spelling

Stages in Beginning Reading Ehri (1997)

• Pre-alphabetic Uses environmental and visual cues

• Partial alphabeticReads words by forming connections between

only some of the letters• Full alphabetic

Reads words by forming complete connections because child can segment to the phoneme

• Consolidated alphabeticReads words by chunking (morphemes,

syllables, etc.)

Ehri, L. (1997). Sight word learning in normal readers and dyslexics. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 163-189). Mahwah, NJ: Lawrence Erlbaum Associates.

Page 32: Phonics, Word Recognition, and Spelling

Stages in Beginning SpellingGentry (1982)

• PrecommunicativePictures or letters, but random

• Semiphonetic Abbreviated spellings, some sounds represented

• Phonetic All sounds represented

• Transitional Long vowels marked, but not always correctly

• Conventional Spelling Mostly correct spellings

Gentry, J.R. (1982). An analysis of spelling development in GYNS AT WRK. The Reading Teacher, 36, 192-200.

Page 33: Phonics, Word Recognition, and Spelling

Reading and Spelling Development

Incidental Visual Cues

Letter name knowledgePartial phoneme awareness

Grapheme-phoneme connectionsRecognition of chunks

Full phoneme awareness

Decoding easily sound by sound and by analogyPhoneme, morpheme, speech-print connections

Phoneme and morpheme awareness

Page 34: Phonics, Word Recognition, and Spelling

How does developmental data inform instruction?

• Core instruction mirrors developmental sequence

• Assessments identify developmental status

• Needs-based and intervention programs accelerate development for struggling readers

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What does this development really look like?

Take a few minutes to put some developmental milestones for kindergarten and first grade in order based on your knowledge of beginning reading.

Notice the relationships among alphabet knowledge, phonemic awareness, reading, and spelling.

Page 36: Phonics, Word Recognition, and Spelling

Stahl, Duffy-Hester, & Stahl, 1998

Principles of Good Phonics Instruction

Good phonics instruction should develop the alphabetic principle.

Good phonics instruction should develop phonological awareness.

Good phonics instruction should provide a thorough grounding in the letters.

Good phonics instruction should not teach rules, need not use worksheets, should not dominate instruction, and does not have to be boring.

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Stahl, Duffy-Hester, & Stahl, 1998

Good phonics instruction provides sufficient practice in reading words, both in isolation and in stories, and in writing words, both from dictation and using invented spelling.

Good phonics instruction leads to automatic word recognition.

Good phonics instruction is one part of a reading program.

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To what extent does the phonics instruction in your setting honor these principles?

What strategies might you use to improve it?

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Take time to identify the most common instructional approaches to teaching phonics.

To what extent are these approaches reflected in your phonics curriculum, either singly or in combination?

Page 40: Phonics, Word Recognition, and Spelling

Approaches Sources

Analogy-based approaches

Irene Gaskins, Benchmark Word ID

DISTAR Engleman and Bruner; Reading Mastery

Orton-Gillingham Spaulding, Recipe for Reading, Slingerland

Word Study Words their Way; Word Journeys

Page 41: Phonics, Word Recognition, and Spelling

Approaches Sources

Making Words Cunningham

Synthetic approaches Workbooks?

McGuffey Readers

Analytic approaches Teachable moments?

Error analysis Reading Recovery

Page 42: Phonics, Word Recognition, and Spelling

What does SBRR say about phonics instruction?

No matter what

the type or types,

it has to be systematic

and explicit

Goes in a preset, logical order.

The teacher and the childare clear about the

element under study.

Page 43: Phonics, Word Recognition, and Spelling

NRP, 2000

National Reading Panel Report

General question:

What do we know about phonics instruction with sufficient confidence to recommend for classroom use?

Page 44: Phonics, Word Recognition, and Spelling

NRP, 2000

Method

Meta-analysis Statistical method for combining the results from a collection of program evaluations to reach an overall conclusion about program effects

Page 45: Phonics, Word Recognition, and Spelling

NRP, 2000

Sources

38 studies

Some type of phonics instruction compared with unsystematic or non-phonics instruction

School-based rather than laboratory-based curricula

Measure of reading

Not used in the PA meta-analysis

Page 46: Phonics, Word Recognition, and Spelling

NRP, 2000

Coding Variables

Characteristics of training

Type of phonics

Type of control group

Training unit (tutoring, small-group, whole-class)

Length of training

Characteristics of participants

Grade

Reading ability

SES

Page 47: Phonics, Word Recognition, and Spelling

NRP, 2000

Findings

Systematic phonics instruction had a significant effect on children’s reading achievement compared to controls.

Synthetic, larger-unit (onset-rime), and other phonics programs all were more effective than controls, but no one type of instruction or instructional program was significantly more effective.

Page 48: Phonics, Word Recognition, and Spelling

NRP, 2000

Tutoring, small groups, and whole classes are all effective delivery systems for phonics instruction.

Phonics instruction is more effective when it occurs in kindergarten and first grade than later.

Phonics instruction is effective for at-risk kindergarteners, at-risk first graders, and disabled students. The findings for older weak readers are confusing.

Page 49: Phonics, Word Recognition, and Spelling

NRP, 2000

Phonics instruction improves students’ ability to read real words, pseudowords, and (to a lesser extent) irregular words.

Phonics instruction improves reading comprehension in kindergarteners, first graders, and disabled readers, but not necessarily in older readers.

Phonics instruction improves spelling in kindergarten and first grade, but not for older readers.

Page 50: Phonics, Word Recognition, and Spelling

NRP, 2000

Phonics instruction is effective for children at different levels of SES.

Phonics instruction was more effective than all forms of control groups (basal, whole language, whole word, regular curriculum).

Page 51: Phonics, Word Recognition, and Spelling

NRP, 2000

And here’s what they said they didn’t know . . .

1. How long should phonics instruction be? Years? Minutes?

2. How many letter-sound relationships should be taught?

3. How can we maintain consistency in instruction and interest and motivation of teachers?

4. What is the role of teacher knowledge?5. How should teachers be trained to teach

phonics?

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Given the new core programs you are using, to what extent are these questions answered for you? Are they answered in a satisfactory way? What are the big issues in the schools right now?

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What are some ways we can go wrong?

• Rely solely on teachable moments• Invent phonics curriculum as we go• Pace inappropriately• Ignore developmental data• Forget to provide practice of phonics taught

in real reading and spelling• Teach phonics all day long• Forget to collect data on children’s learning

Page 54: Phonics, Word Recognition, and Spelling

How do we measure phonics knowledge in K and 1?

1. Nonsense word reading (mep)2. Real word reading in isolation (map)3. Spelling tasks, both controlled and

natural4. Reading tasks -- but not until later

Why are each of these tasks useful? To what extent are they part of the assessment plan in your setting?

Page 55: Phonics, Word Recognition, and Spelling

Watch a child acquire the alphabetic principle during kindergarten. The snapshots come from assessments rather than from natural writing. Think about what he knows about letters and sounds and his growing phonemic awareness.

Page 56: Phonics, Word Recognition, and Spelling

Christopher

Entering kindergarten (8/04)

• No preschool• Name 0 letters• 0 letter sounds

But a great teacher!

Page 57: Phonics, Word Recognition, and Spelling

Christopher: Mid October

9 letter names

0 letter sounds

Rudimentary spellingfan

pet

rug

sit

mop

Page 58: Phonics, Word Recognition, and Spelling

Christopher: Mid January

23 letter names 17 letter sounds

Much better spelling!

tap for top gad for glad

lid pan for plan

wag sap for step

bit for bet ran for run

nit for hot hip for ship

vat for that mad for mud

hip for chop fad for fed

dig for dog

Page 59: Phonics, Word Recognition, and Spelling

Christopher’s journal writing

Page 60: Phonics, Word Recognition, and Spelling

Christopher’s writing-March 10

Page 61: Phonics, Word Recognition, and Spelling

Christopher: Mid Aprilpaf for pathkap for camplapjrip for droptoppop for ripkot for cut ship for shopshin for chinvanwat for wet nast for nest

gad for gladhotdigrish for richtab for tubhot for hunttis for thisyessot for trotnot for stopfishkib for cribjob

Page 62: Phonics, Word Recognition, and Spelling

Interpret Christopher’s spellings. What orthographic features does he know and use? What is he struggling with?

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To what extent are the kindergarten and first grade teachers maximizing children’s use of phonics knowledge to engage in spelling and writing?

What are the benefits of such an approach for teachers and for children?

Page 64: Phonics, Word Recognition, and Spelling

Universals of Language Study

DiscourseStructure

Pragmatics

Semantics Syntax

Morphology

Orthography

Phonology

Language

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What is the role of knowledge in expert instruction? To what extent does teacher knowledge interact with curriculum? Why develop teacher knowledge if we have well designed curriculum materials?

*Examples which follow draw from Chapter 5 of Moats, Speech to Print

Page 67: Phonics, Word Recognition, and Spelling

Phonemes

Graphemes

Morphemes

Words

Page 68: Phonics, Word Recognition, and Spelling

Syllables

Onsets

Rimes

Consonants

Vowels

Page 69: Phonics, Word Recognition, and Spelling

Single Consonants

Beginning Blends

Ending Blends

Digraphs

Silent letter combinations

Letters with no individual sound

Page 70: Phonics, Word Recognition, and Spelling

Lax, or

short vowels

Tense, or

long vowels

Diphthongs

R-controlled

L-controlled

Page 71: Phonics, Word Recognition, and Spelling

Sound? Spellings?

Mitt, Slam, Hymn, Comb

Tickle, Mitt, Sipped

Die, Loved, Handle

Nice, Knight, Gnat

Kite, Crib, Duck, Chorus,

Walk, Quiet

Girl, Pittsburgh

Sing, Bank, English

Fluff, Sphere, Tough, Calf

You, Onion, Use, Feud

Page 72: Phonics, Word Recognition, and Spelling

Sound? Spellings?

Sit, Pass, Science, Psychic

Zoo, Jazz, Cheese, Xerox

Shoe, Sure, Mission, Charade, Conscience

Measure, Azure

Cheap, Etch, Future

Judge, Wage, Residual

Lamb, Call, Single

Page 73: Phonics, Word Recognition, and Spelling

Long Vowel Graphemes

A

Ate

a, a_e, a, ai, ay, ei, eigh, ey

E

Eat

e, y, e_e, ee, ea, ei, ie, ey

I

Ice

i, y, i_e, ie, igh

O

Oat

o, o_e, oa, ow, oe, ough

U

Use

u, u_e, ue, ui, ough

Page 74: Phonics, Word Recognition, and Spelling

Other Vowel Graphemes

Oi (Oil) oi, oy

Ou (Ouch) ou, ow

Air air, are

Er (earth) er, ir, ur

Or or, our

Page 75: Phonics, Word Recognition, and Spelling

Syllable Types

closed cat, camp, ant

handy,

open he, be, open,

humid

C-le little, beagle

Page 76: Phonics, Word Recognition, and Spelling

Syllable Types

Vowel Team

trainer, spoilage,

weigh, maintain

R-Controlled

spurn, chart, report,

VCe compete, inflate, despite, ice

Page 77: Phonics, Word Recognition, and Spelling

Let’s look at the first hundred words that children use in their writing, and sort them into categories. Given what we’ve reviewed here about phonemes, graphemes, and syllables, which are regular and which are irregular?

Page 78: Phonics, Word Recognition, and Spelling

Carefully consider the outline on pages 106 and 107. To what extent does the decoding and spelling instruction in the core programs with which you have been working mirror this developmental sequence? What are some issues that you would like to discuss?

Page 79: Phonics, Word Recognition, and Spelling

Now look at the spellings of four different children in the same kindergarten classroom. What is the role of teacher knowledge in promoting literacy success for these children? How can we develop that knowledge?

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Some strategies for building knowledge

1. Analyze the scope and sequence for teaching decoding and spelling in your core program and in your intervention program.

2. Locate and use the phonics and spelling assessments included in your core.

3. Use a developmental spelling assessment to learn more about your children.

Page 85: Phonics, Word Recognition, and Spelling

Some teacher-friendly resourcesBear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2004). Words their way:

Word study for phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Pearson.

Fox, Barbara J. (2004). Word identification strategies: Phonics from a new perspective. Upper Saddle River, NJ: Pearson.

Ganske, K. (2000). Word journeys: Assessment-guided phonics, spelling, and vocabulary instruction. New York: Guilford.

Lyon, A., & Moore, P. (2003). Sound systems: Explicit, systematic phonics in early literacy contexts. Portland, ME: Stenhouse.

Savage, J.F. (2004). Sound it out: Phonics in a comprehensive reading program. Boston, MA: McGraw Hill.

Strickland, D.S. (1998). Teaching phonics today: A primer for educators. Newark, DE: International Reading Association.

CIERA series Every child a readerhttp://www.ciera.org/library/products/ecr/index.htmlPALS websitehttp://pals.virginia.edu/Instructional-Resources/

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References from this talkEhri, L. (1997). Sight word learning in normal readers and

dyslexics. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 163-189). Mahwah, NJ: Lawrence Erlbaum Associates.

Gentry, J.R. (1982). An analysis of spelling development in GYNS AT WRK. The Reading Teacher, 36, 192-200.

Moats, L. C. (2000). Speech to print: Language essentials for teachers. Baltimore, MD: Brookes.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office.

Stahl, S.A., Duffy-Hester, A.M., & Stahl, K.A.D. (1998). Everything you wanted to know about phonics (but were afraid to ask). Reading Research Quarterly, 33, 338-355.