Phonological Awareness and Learning to Read Flashcards
Required Systems for Reading (IDA)
Requires knowledge of language structure
● Phonology (the speech system)
● Orthography (the spelling system)
● Morphology (form)
Rules and Patterns
How our brain..
While our brains are wired for spoken language, they are not wired for written code
Spelling Exceptions
Roughly 80% of words in English follow spelling rules
Crucial to teach more than basic phonics
Morpheme instruction is important
Compound words
Affixes (prefixes, suffixes)
Can use “know” to figure out “knowledge” meaning
Morphology instruction can begin in first and second grades
Ehri’s Phases of Reading (Ages 3-8)
Pre-Alphabetic
Students are not using alphabetic symbols and representing them to sounds
Partial Alphabetic
Reading and writing based on initial and final sounds
Full Alphabetic
Understanding that letters represent sounds
Can map all the sounds in words
Consolidated Phase
Reading and writing with multisyllabic words
*Skilled reading happens over years and phases that run parallel with spelling
Curriculum and Instruction Framework
Focus on word origin and word structure
Major structural categories
Letter-sound correspondence
Syllables
Morphemes
*Approach should always incorporate VAK(T) modalities
Decoding
Background
Decoding x language comprehension = Reading comprehension
Processing is also a factor in reading comprehension
Slow processing of sound-letter correspondence leads to dysfluency
Strategies (phonemic, graphophonemic, syllabic and morphemic components)
Sound-symbol correspondence
Structural analysis
Instant word recognition (sight words)
Contextual clues
Oral language is the foundation of comprehension
Influences decoding abilities through PA
Decoding (cont’d)
New readers
Beginning reader associates new word with visually distinguishing characteristics (dog has a circle in the middle and a “tail” at the end)
Builds towards recognizing first and last letter sounds and eventually each letter sound in a word
New reader uses sound-symbol association with contextual clues
Orthographic memory of how words look in print builds into a lexicon (word knowledge)
Repeated encounters lead to overlearning and automaticity
Automaticity predicts future reading success
Context Clues and Fixation
Context clues combined with sound-symbol correspondence knowledge helps the reader identify the word
Context clues are used to help predict unfamiliar words during decoding (only works with approximately 1/4 of words)
Eye movement research shows:
Eyes fixate on most words in a text and do not skip over long words to rely on context
Only short, predictable words are skipped
Teaching Decoding Through Literacy
25% of students require explicit, systematic teaching to learn alphabetic principle
Decoding instruction should include:
Phonological awareness training
Instant letter recognition training
Introduction of sound-symbol correspondences
Introduction of the six orthographic types of syllables
Introduction of morphemes
Introduction of common syllable-division patterns
Training in recognizing and understanding word origins
Instruction in the orthographic patterns for spelling
Practice in fluency and accuracy
*Start with most basic concepts and progress in complexity
Decoding for Dyslexic Students
Dyslexia stems from a core deficit in phonological, not visual processing
Children will not “catch up” without intervention
Impairs reading and spelling development
Difficulty discovering that spoken words are made up of units of sounds that correspond to letters
Dyslexics struggle to learn alphabetic principle and how to decode properly
Often have other cognitive strengths
Early intervention is key!
Teaching Reading: Phonological Awareness
Students should learn the role that sounds play in language in order to read
Rhymes
Stress patterns
Syllables
Phonemes
Practice through
Rhyming
Receptively is implicit (ages 3-4)
Expressively is explicit (ages 4-5)
Segmenting and blending
Phoneme manipulation
Phonological Processing
The ability to perceive, understand, and use the sound structures of words in both oral and written language
Components
1. Phonological Memory
Ability to immediately process and recall sound-based information from short-term memory (numbers, sounds, words)
Includes remembering earlier parts of a word when segmenting and blending
Phonological Processing Components (cont’d)
- Phonological Naming
Ability to efficiently retrieve words stored in long-term memory using phonological information
Required for oral language and reading
Rapid Automatic Naming (RAN) assesses phonological naming
Students quickly name colors, shapes, objects, etc.
Predicts reading development - Phonological and Phonemic Awareness
The ability to consciously manipulate rhymes (produce), syllables (separate), and phonemes (identify)
Phonological Awareness Linguistic Hierarchy
Children progress on a linguistic hierarchy
Word boundaries
We – go – to – the – store
Syllables
Ju-ly, coo-kie, bath-room
Onset-Rime (blend included in the onset)
B – all, sh-irt, c-an, st-op
Phonemes
/k/ /a/ /t/
Phoneme Manipulation Skills
Less complex: segmenting and blending (segmenting is more sophisticated skill of the two)
Complex:
Adding (add a phoneme or syllable)
Deletion (take away phoneme or syllable)
Substitution (comprises both adding and deletion skills)
Say “disappear”; now change dis- to re-
Say “go”; change the /g/ to a /b/
Reversing
Switching sounds within a word
Top becomes pot or past becomes pats
*Acquisition of these skills can begin in kindergarten, but they continue to develop through third or fourth grade
Epilinguistic and Metalinguistic Awareness
Epilinguistic awareness is implicit and includes:
Segmenting and blending syllables
Rhyme detection (ages 3-4)
Metalinguistic awareness is a conscious attention to language and includes:
Segmenting and blending onsets and individual phonemes
Rhyme production (ages 4-5)
Adding, deleting, substituting and reversing word segments
