Phonemic Awareness, Literacy, and Students who are DHH (Part 2)

1. Phonemic Awareness, Literacy, and Students who are DHH (Part 2) Rachel Friedman Narr, Ph.D. California State University, Northridge Deaf Education rachel.narr@csun.edu

2. Part IIApplication for developing phonological awareness with Deaf/Hard of Hearing students:~HOW TO~

3. GOAL: to build INTERNAL phonological representations • Speechreading • Speech Production • Use of residual hearing; audition • Spelling; Fingerspelling; Orthography; Morphography • Visual representation of English sounds • Cued English • Visual phonics consider possible routes

4. Remember VOCABULARY! You will need to CONSISTENTLY AND MEANINGFULLY teach vocabulary WHILE you teach decoding strategies. MANY DHH children lack the English lexicon to associate word meaning with English print.

5. Strategies for Decoding • Syllabication • Rhyming • Phonic Analysis • Structural Analysis • Visual configuration • Context Cues • Semantic, syntactic, picture • Dictionary • Assistance from others The brain is a pattern seeker, you learn by analogy. Chunking words helps working memory and decoding by breaking words into meaningful pieces Consistent, systematic, and direct instruction is best for these skills

6. Word Structure Clap, Tap, Jump, the Number of... • Words in sentences easy • Syllables in words • Phonemes in words complex

7. Syllabication- breaking words into syllables cat truckbaseballtelephone elephant Syllables are auditory because rhythm is low frequency information. Syllables are visual because vowels make you open your mouth if you “mouth” the word. Syllables are POWERFUL because they tell about the shape of a word.

8. Syllabication • When fingerspelling Provide spelling information using natural breaks in words (SYLLABLES) • This process • enhances WORKING MEMORY skills • aids retention of spelling words • capitalizes on “rhythm” of words El e phant

9. Onsets & Rimes and Rhyming Chunking beyond the syllable, but before the phoneme CA TTO PS LI D E The ONSET is the initial consonant or consonant blend. The RIME is the ending spelling pattern. Onsets are the most visual part of the word- they are usually easy to lipread.

10. ~Using Onsets & Rimes~Words You Know facilitate independence If you can spell rain, then you can spell train.

11. Procedure • Pick three or four familiar words that have a RIME (spelling pattern) which is utilized by many words. • Place each word at the top of a chart column. Students also copy this chart. • Discuss the spelling patterns in each word. Show students several one syllable words utilizing the patterns.  Students place the words in the correct column and then read the word. • Have students explain the reason for placing each word in a specific column. • Discuss the spelling patterns in each word. TIE INTO CONTEXT!

12. Phonic Analysis Teach how sounds map to letters Select a “special” sound to emphasize during the week. How many ways is that sound spelled? How many times can you find the word in print? Can you use those words in language (spoken or signed)? phone cough flag traffic elephant stuff

13. Link phonics instruction to structural analysis Capitalize on spelling patterns, word shapes, morphemes, and affixes.

14. Examples of Structural Analysis Activities • Have children read and write predictable books, stories, and poetry that highlight a specific phoneme or word pattern. • Have children construct word family houses and ladders. • Have children move letter patterns or letters to create new words (ex: Making Words Activity).

15. Word ShapesOrthographic Cues elephant

16. sh f i

17. Letter combinations • Use letter combos to teach PATTERNS • Think about their frequency of occurrence in the books you are reading (phone, elephant, cold, told, hold) • Some are auditorally and visually similar (sh, ch, oa, oo, ou, and r-controlled vowels ar, er, ir, or) THE BRAIN IS A PATTERN SEEKER

18. Teaching letter combinations • use letter combinations that can be used to build words Sample sequence for introducing letter combos. 1. th 5. wh 9. ar 13. ai 2. er 6. qu 10. ea 14. ch 3. ing 7. ol 11. oo 15. or 4. sh 8. oa 12. ee 16. ay

19. Structural analysis skills includes • learning about letter combinations • VC-e patterns (make, bite, hole) • VC-e derivatives (named, hoping)

20. Strategic Color Coding to show word parts • Green: phonically regular words (ex: cat, swim) • Yellow: irregular but frequent pattern ( ex: night) • Red: irregular, need to memorize (ex: once)

21. Making Words • making words with letter tiles • sorting words by patterns, word families • making words quickly • extension activities (writing stories, word wall, etc) Cunningham, P.M., & Hall, D.P. (1994). Making Words. Torrance, CA: Frank Schaffer Publications.

22. Making Words Procedure • Tell how many letters • Tell which letter/sound to change • first, last, vowel • Tell when to change the order of the letters/sounds • Tell when to start from scratch

23. Make-a-Word Bingo ake at ail ar old end

24. For more information or further discussion on this presentation, please contact Dr. Rachel Friedman Narr rachel.narr@csun.edu