Wiring brains so that ALL children can learn to read and to spell with

confidence.

Starting at the very beginning…

These are the vital pieces of the reading and spelling puzzle

If you start with ‘spelling’ the reading part can be much easier for children

Before you even use the decoding folder / resources…..

. We speak – we say words that are made up of smaller speech sounds- and then we use combinations of letters to represent those speech sounds in print. Letter names are simply labels. The speech sounds they represent are what matters most.

Think of the processes involved to actually spell this simple word.

(memorising it doesn’t really help the brain understand spelling, which is why ‘sight words’ can do more harm to many children than good)

Basic processes..

To first hear the whole word ie ant To hear 3 smaller parts in that spoken word (a/n/t) To know which smaller parts are in which order (ie last sound, middle etc – not t/n/a) To know how to order these speech sounds on paper – left to right. To know which phonemes (speech sound pics) represent these 3 speech sounds. If writing this, then to know how to form those speech sound pics. (We also want the brain to know what this word means – which may change the speech sound pics choices in other words – eg if you ask them to spell the word ‘their’ they need to know meaning and context they’re? there? etc )

Even if they can hear them, they need to know how to count these speech sounds for spelling. This visual helps them count effectively

(95% of the time)

So what happens when you hear the word spoken and can’t hear the

smaller parts ?

Why can’t you hear them and everyone else seems to be able to?

Are you stupid? Deaf? Not concentrating? Not listening?

Should you pretend to know and copy someone else? Or memorise the

whole words so no-one knows you can’t hear them, or work out

the ‘letter sounds’? Or just play up in class so people don’t realise, and hopefully get kicked out..

No, my wonderful teacher is going to use SSP and screen me, and know I can’t hear the smaller parts in words yet. She/ he will know that this doesn’t mean I’m not the smartest kid in

the class or that I’m not trying. She/ he will know I just have a brain that is not wired for reading and spelling, as I have poor

phonemic awareness. She will know that keeping on doing the same things the school has tried before, over and over, won’t work – and that keeping me back a year will not

only not help, but make me feel worse.. She/ he will know I need my brain networks need modifying, in order to help me develop phonemic awareness quickly and

easily, so that I can start learning ‘phonics’ and develop fluency and comprehension.

Thank goodness I am one of the lucky ones who has a teacher trained in SSP, to help me adapt my brain processing

network

I will be able to hear the smaller parts in words, and also pronounce them more clearly, along with

everyone else !

So parents and teachers… what is the part of the jigsaw we need

to make sure that EVERY child has, before we start teaching them the

phonics ie how the phonemes (speech sound pics) link to speech?

Can they hear the sound when you give speech sounds eg s / a / t p / i / n Can they tell you the first, middle, or last sound of words created with three speech sounds eg hat pan house tap dog fish Can they copy the speech sounds using the puppet, after you show them the speech sounds r / a / t f / o g This is all auditory and does not involve print at all. It is this ability to hear speech sounds that is the biggest predictor of reading and spelling difficulties.

Why so quick? If they find these easy then they will not struggle with the SSP explicit teaching, as they already have reasonable PA (phonemic awareness) You are checking every Prep child, so this simple test is all you need, to identify ‘red alerts’ (children who cannot hear the smaller parts in words, or identify which is at the beginning or end). There will be around 35% who don’t find this easy, and 2 or 3 children in your class will be ‘red alerts’. If we work this out quickly, at the beginning of term 1, we can change this. Some children can do this, they just don’t understand the terminology or what you want from them. Make a note to recheck. Also note children who seem unable to focus for even this short period of time. Adapt this according to the child. If the child is distracted by the puppet, don’t use it. The puppet (with movable mouth) makes it easier for some, as they can see the mouth moving, alongside the speech sounds. Get to know your children.

Remember, the specific skills we need to test are the ability to hear these smaller parts in words, and identify placement in the word, the ability to blend speech sounds and sound pics into words, the ability to manipulate sounds, and code knowledge (recognising the sound pic and knowing how it links to speech). Without this it is difficult for all brains to be able to not only work out all of the words within their text, but to understand it. The brain is having to work too hard. SSP helps brains work smarter, not harder. The earlier you start using it at home and in the classroom, the better. If a student is not progressing you need to carry out these quick tests, identify the gaps, and put an SSP intervention in place. (see RTT site for program) If your school has only just started to use SSP I would suggest testing every Year 1,2 and 3 child, as well as any older students currently struggling (especially with spelling) . I can offer specific PD training in this for Learning Support teachers, and Tas, if required, along with training about what to do with the results. With practice, these tests take about 3 minutes per child.

Simply mark where there are difficulties, and make comments.

If you help them that’s fine- just record this. This can be a

learning experience for the child, not just a ‘test’. If they struggle, spend a few minutes helping them by giving other examples and telling them how you figured it out. This ‘test’ can be FUN. Pease

be careful how the child perceives this session.

Let them know you are doing this to see what parts of the code we need to teach them, as they may have missed some before. Recognise that any difficulties are a result of not having had this teaching previously, regardless of the reasons for this. No blame (for child, teacher or parent) – we are moving forward with new

ideas and knowledge, find solutions for each child.

Speech Sound Blending Assessor terminology The Speech Sound Family speak in speech sounds. So when they say ‘sat’ they don’t say ‘sat’ – they say s a t (separate speech sounds, about a second between each one, and if you have a puppet with mouth that moves then you could use this to show the speech sounds- especially if the child doesn’t understand the concept as hasn’t had SSP before) If I speak in speech sounds what word can you hear ? p/i/n f/i/sh c/l/o/ck c/r/u/n/ch h/a/pp/y t/r/ai/n b/u/tt/er/f/l/y

Speech sound segmenting

Assessor terminology Now you are going to speak in Speech Sounds! Can you tell me the speech sounds in these words? pat bell ship hand cheese frog house strain (check- did they sound them as follows?) p/a/t b/e/ll sh/i/p h/a/n/d ch/ee/se f/r/o/g h/ou/se s/t/r/ai/n

Speech Sound Manipulation Assessor terminology If I say the word ‘hat’ without the ‘t’ I would just say ‘ha’ What would the word be if I said… rap without the r mog without the m pin without the n black without the b lost without the s frog without the r What would the word be if I change the ‘h’ in hat to a ‘r’ ? Sss in house to a n – is that a word?

Speech Sound Awareness - Rhyme Assessor terminology If I say the word ‘hat’ then I might think of another word that rhymes, like ‘cat’. Can you do this for a few words? sit ten man chick

Which word doesn’t rhyme? mat pin hat log pog rig mack mick stick

Sound Pic Identification (speech sound link, not letter name)

Assessor terminology “ You might think of these as letters, but I see them as pictures of speech sounds. So when I see ‘s’ I see it as one of the pictures for the speech sound ‘sssss’, even though the letter name is ‘es’. What is this a picture of ? “

Not all sound pics are included, but this will give you an idea of code knowledge. If the child struggles past the third line then stop. They need practice.

ou ea ow ay ie aw ee ey ue oo ui oy oi ph ew au a-e e-e i-e o-e u-e

wh ur

If they don’t know many, just stop. However ask if they can see any others

that they do know. If they know most of these then ask them to point to the sound pics in

order, to spell the word you give them. Also point to the sound pics in order to

spell a word (the child tracks the sound pics, blends in head, then tells

you the word.

If this is a new child who does well, then they will fit into your class easily. If you need to

record their reading age use a standard test eg Burt etc. These tests are designed to show

where there are specific weaknesses however, if there are any, and gives you the information needed in order to get them back on track. They will need specific training that relates

to the skills they found difficult (see RTT site when completed) and lots of confidence

building !

Activities to do at home, and in the classroom.

Use 1:1 and small group sessions. Ask about TA training in PA.

Videos to watch with children currently being developed.

These are daily 5-7 minute sessions !

Show them the cards (print and laminate) and ask them to tell you the word. Now close your eyes and say it again. What speech sound can you hear at the beginning of the word? End? Middle? Can you count them on your fingers as you say them?

Im going to speak in Speech Sounds (use puppet with movable mouth, or use your

hand as if it’s a beak) What word can you hear? S / a / t

At the beginning use green level words, but

as the children become more confident move through the levels.

This session is oral – no words or sound pics (letters) are used during

your PA sessions.

If the child struggles to hear the word, have 2 cards with pictures on them, and tell them you are going to tell them the speech

sounds for one of these words. Which do you think it is?

Now YOU are going to speak in speech sounds!

(let them use a puppet if this helps them to open the mouth as they say each speech sound. Do this part on a 1:1 if self-conscious) Can you say the speech sounds for the word.. pit sat etc (again, move through the levels)

When they can hear the speech sounds in green level words, tell you the order as they count them on their fingers, tell you the first, middle last speech sound..

Start to also manipulate speech sounds

What if I change the X to a X – what would the new word be?

What if I took X out of the word – what would I say?

What would I need to change to make hat into hats – or pit into pat? etc

Keep checking this PA folder for updates and new resources..

www.slideshare.net/readingwhisperer

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