quiz 11_12 Flashcards
What is a better word for Phonological Disorder
DISORDERED Phonological SYSTEM
Why metaphonology
children need to understand that spoken words comprise smaller units & that letters represent speech sounds in order to read successfully
Helps individual understand ALPHABETIC PRINCIPLE
can be enhanced by Direct Instruction
Best predictors [at kindergarten entry] of how
well children will learn to read ?
Phonemic Awareness
Print Awareness/Letter Knowledge
LITERACY STATISTICS Reid Lyon
–approximately
5%–learn to read effortlessly
25%–learn relatively easily
20%–experience major challenge
LITERACY STATISTICS National Adult Literacy Surveys
20% [of adults] read at or below 5th-grade level
LITERACY STATISTICS National Assessment of Education Progress [NAEP]
Approx 40% of 4th graders lack skills necessary for performing [e.g., reading textbooks] at grade level
CHILDREN “MOST AT RISK” for LITERACY Difficulties
Individuals with deficits/impairments/limitations involving one [or more] of the following:
Hearing , Language, Phonology , Environment/Experience Neurophysiological, Cognitive [poor predictor]
-important to consider LEVEL of Severity along a CONTINUUM & OVERLAPPING factors
CHILDREN WITH DISORDERED EXPRESSIVE PHONOLOGICAL SYSTEM
“Critical Age Hypothesis” 5;6 [years;months]
Poorly specified Representations [“fuzzy”]
Relationship between children’s speech production difficulties & MetaPhonological skills
Must address MetaPhonological skills as well as speech intelligibility in these children
Improvement in speech production often improves MetaPhonological scores and vice versa—a reciprocal relationship
METAPHONOLOGY & LITERACY Activities/Levels: Infants
Sound Play
Listening to Stories, Rhymes, & Songs
METAPHONOLOGY & LITERACY Activities/Levels: toddlers
Attention to Sounds [e.g., animals]
Rapid growth in related areas—Vocabulary,
Basic Book Knowledge, Narratives, Speech
Interactive Books [love redundancy]
Beginning Rhyming Skills
METAPHONOLOGY & LITERACY Activities/Levels: preschoolers
Rhyming & Alliteration
Syllable Segmentation & Blending
Grapheme-Phoneme AWARENESS
Drawing & Beginning Writing
METAPHONOLOGY & LITERACY Activities/Levels: kindergarten
Onset & Rime Blending Detection of Sounds [e.g., beginning] Learning to Decode Emergent Writing Invented Spelling
METAPHONOLOGY & LITERACY Activities/Levels: grade 1
Segmenting & Blending Phonemes
Grapheme-Phoneme CORRESPONDENCE
Developing Proficiency in Decoding
METAPHONOLOGY & LITERACY Activities/Levels: Grade 2
Develolping Automaticity & Fluency in Decoding
Phoneme Manipulation [e.g., Spoonerisms]
Comprehension
METAPHONOLOGY & LITERACY Activities/Levels: grade 3 and beyond
reading to learn
SOME METAPHONOLOGICAL TASKS for ADULTS
Reverse Phonemes in following to obtain New Words: cheat \_\_\_\_\_\_\_\_ zoo \_\_\_\_\_\_\_\_ scene \_\_\_\_\_\_\_\_ ice \_\_\_\_\_\_\_\_ caught \_\_\_\_\_\_\_\_ jab \_\_\_\_\_\_\_\_ might \_\_\_\_\_\_\_\_ cats \_\_\_\_\_\_\_\_
Spoonerisms:
rip leading ____________________________
tappy hime ____________________________
hurly care ____________________________
bunny phone ____________________________
How Can We Assess Metaphonological Skills?
Rhyming & Alliteration/Onset
Judgement, Matching, Oddity, Supply
Categorization [oddity & matching];
Sound Sorts
Segmenting & Blending**
Word, Syllable, Onset & Rime [e.g., sh + eep];
Body & Coda [shee + p]; Phonemes [sh + ee + p]
Manipulation [e.g., Spoonerisms, pig Latin]
Substitutions, Deletions, Transpositions
Writing/Spelling Word & Sound Play; Pattern Books Rhyming & Alliteration Activities Identify Phonemes [e.g., beginning/ending] Grapheme-Phoneme Relationships Awareness Phonological Segments [e.g., phonemes] Categorization [matching & oddity] Segmenting & Blending Deletion & Substitution Manipulation [via songs--e.g., ”A Hunting We Will Go”; “Apples & Bananas”] “Say it & Move it” [Elkonin; Blachman et al.] Writing; Journals Computer Software [e.g., Earobics]
example of motivational activities
Bringing toddlers’ attention to rhythm, etc. via rhymes & songs
Pausing so that child “fills in” rhyme word
Sorting toys/pictures [e.g., by rhymes, beginning sounds]
Puppets for Blending or Differentiating
Games [e.g., Bingo; Sound Safari]
Bringing attention to letters via alphabet books, puzzles, etc.
Playing with phonemes [e.g., substitution, deletion]
task complexity considerations
Number: 2 -> [i.e., before] 3, 3 -> 4, etc.
Size: syllables -> onset & rime -> phonemes
Position: beginning ->ending -> middle
Properties: continuous -> stop
Student Response: identification -> production
phonological/metaphonological awareness
conscious awareness of the sound structure of spoken words
metalinguistic
child’s ability to reflect upon and discuss aspects of language separate from the meaning of language.
