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Learning to read and write

Learning to read and write. Patrícia Garcia Martín Reception class. Why this theme to focus on?. I am a Speech and Language Therapist. I am interested in how children cope with the learning of such a big deal. In Spain children use to know how to read and write in primary school.

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Learning to read and write

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  1. Learning to read and write Patrícia Garcia Martín Reception class

  2. Why this theme to focus on? • I am a Speech and Language Therapist. • I am interested in how children cope with the learning of such a big deal. • In Spain children use to know how to read and write in primary school.

  3. TheSpanishlanguagecharacteristics • Spanishhas 27 letters and 5 digraphs. • A sound for each grapheme.

  4. TheEnglishlanguagecharacteristics • English has 26 letters and over 46 sounds so... • one sound (phoneme) can be represented by one, two, three or four letters: e.g. /a/ a, /f/ ph, /igh/ igh, /oa/ ough. • one sound can be represented by multiple spelling alternatives (graphemes): e.g. /oa/: o, oa, ow, oe, o-e, eau, ough. • one grapheme (letter or letter group) can represent multiple sounds: e.g. ‘ough’: /oa/ though, /or/ thought, long /oo/ through, /ou/ plough, /u/ thorough. http://www.phonicsinternational.com/

  5. So… How they do it?

  6. Phonics

  7. Children are taught the sounds. • They start to learn from the most common sounds up to the less common. • They decode the words by sounds.

  8. C A T

  9. C A T

  10. What about writing? • Teachers introduce the letters relating them to a shape and its ditty. • Every letter is relatedto a drawing beginningwith this phonic.

  11. Down his back, then curl over his arm.

  12. Letter formation

  13. So... • Complex association: Image – shape – letter – phonic. ... In an easy way.

  14. And lots of inputs! • Paper strips on the table with the phonics. • Individual letters stuck on the literacy wall.

  15. Very important: Keywords! • The most frequently used words. • Different colours related to different difficulties.

  16. And lots of inputs! • Individual charts with sounds and key words. • Key words hanging on a string.

  17. Conclusions • In Spain we focus on non-sense words (syllables) and they try to make them aware of the importance of the written communication. • When learning there is a gradual increment of the difficulty. • It is important to provide visual, oral and manipulative inputs.

  18. References: • ReadWrite Inc. Oxford UniversityPress: https://global.oup.com/education/content/primary/series/rwi/;jsessionid=2FA10CBC057840F6BAEC8183EA57427A?region=international • SpeedySSP Reading and SpellingLessons: http://www.myspeedyssp.com/#!rwi-letter-formation/c1asn • ResearchRegardingPhonics: http://projectpro.com/ICR/Research/Phonics/Summary.htm • Phonics international: http://www.phonicsinternational.com/FR_PI_About_teaching_reading_spelling.pdf

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