Sound – Print Connection

1. Sound – Print Connection

2. Learning to read entails… • Normally developed language skills • Knowledge of phonological structures • Knowledge of how written units connect with spoken units (alphabetic principle) • Phonological recoding and fluency • Print exposure Foorman, 2008

3. Phonological (phonemic) awareness • Children’s knowledge of the internal sound structures of spoken words • Correlational AND causal connection to reading success • Becomes reciprocal with reading • Dialect differences fade with orthographic experience • Strongest predictor of reading success, more than IQ Foorman, 2008

4. Phonological recoding… • Recodings of spellings into pronunciations • Main mechanism for word-specific learning (self-teaching model) • Allows words to move from a functional to autonomous lexicon; with practice, words become high frequency, “sight”, automatic Foorman, 2008

5. Phonological Knowledge The Harm & Seidenberg 1999 Model of Reading Begin by modeling pre- literate phonological knowledge that children have Can vary the strength and consistency of this knowledge … and simulate the different degrees of phonological ability children bring to bear on learning to read

6. The model must map print onto this structured phonological representation to read aloud Phonological Knowledge Text Reading Uses this Phonological KnowledgeFoorman, 2008 The nature of the phonological representations influences what is learned during reading Core result: the phonologically impaired model learns differently

7. The core impairment is in phonology … But leads to poor representations between spelling and sound Analysis of the Model Phonology Spelling So effective interventions must target the relationship between spelling and sound Foorman 2008

8. Spoken Language Phonological Awareness -Recognizing that sentences are made up of words -Recognizing word-length -Units in compound words (e.g. cow/boy) -Rhyming -Alliteration (initial sound) -Onsets and rimes -Syllables: Blending Segmenting (counting) Isolating Deleting -Recognizing that words and syllables are made up of individual sounds

9. Phonemic Awareness • A cognitive skill consisting of three • pieces: • -the phoneme is an abstract linguistic • unit and not a unit of writing • the explicit conscious awareness of that • unit • the ability to explicitly manipulate • such units • Specific Skills: • Isolating phonemes • Blending phonemes • Segmenting phonemes • Deleting phonemes • Substituting phonemes

10. Alphabetic Principle

11. Alphabetic Principle • Bridge between sound and print • Speech can be turned into print • Print can be turned into speech • Letters represent sounds in the language

12. Reading Comprehension Getting meaning from the printed word. Depends on: - understanding language - decoding, the ability to figure out a word’s individual sounds from the visual representation of letter sequences or letter groups that represent individualphonemes Graphophonic cueing system: individual speech sounds are mapped E.g. b ough t b a t Torgensen, 2004

13. Listening - Speaking - Reading - Writing

14. Sound-print Connection • Reading Comprehension • Deriving meaning from the printed word. • Dependent on: • - understanding language • - decoding, the ability to • derive a word’s phono- • logical representation • from sequence of letters • or letter groups • representing individual • phonemes • Grapho-phonic cueing system: individual speech sounds are • mapped E.g. b ough t • b a t • Torgensen, 2004 • Phonemic Awareness • A cognitive skill consisting of three pieces • the phoneme is an abstract linguistic unit and not a unit of writing • the explicit, conscious awareness of that unit • the ability to explicitly manipulate such units • Specific Skills: • Isolating phonemes • Blending phonemes • Segmenting phonemes • Deleting phonemes • Substituting phonemes • Spoken Language • Phonological Awareness • Recognizing that sentences • Are made up of words • Recognizing word-length • Units in compound words • (e.g. cow/boy) • Rhyming • Alliteration (initial sound) • Onsets and rimes • Syllables: Blending • Segmenting (counting) • Isolating • Deleting • Recognizing that words and syllables are • made up of individual sounds Alphabetic Principle Listening - Speaking - Reading - Writing

15. Phonemic Awareness & Phonics (Post NRP) • Research indicates that when instruction in phonemic awareness is quickly paired with phonics instruction involving letters, it strengthens both the students’ phonological awareness skills as well as their knowledge of the alphabetic principle. (Foorman et al., 2003)

16. Understanding the Sound-Symbol System

17. Key understandings • Letters represent sounds. • A sound can be represented by one letter and sometimes by two or more letters. • There is variation in how we represent sounds in words. • There is overlap in how we represent sounds in words.

18. Pair each group with one of the key understandings. a) tail eight they say break b) clown grow c) tree d) bat coat

19. Key understandings (concepts) • Letters represent sounds. /t/ /r/ /ee/ • A sound can be represented by one letter and sometimes by two or more letters. • /b/ /a/ /t/ /c/ /oa/ /t/ • There is variation in how we represent sounds in words. came tail say break theyeight • There is overlap in how we represent sounds in words. ow = grow clown McGuinness, 1999

20. Vowel graphemes (variations/overlap)

21. Consonant graphemes (variations/overlap)

22. Skills needed to use a sound symbol system

23. With your partner write a brief description for each

24. Skills needed to use a sound symbol system • Segmenting – the ability to separate sounds in words so when you hear the word ‘stop’ you can say the isolated sounds /s/ /t/ /o/ /p/ • Blending – the ability to blend sounds into words, so when you hear the sounds /s/ /t/ /o/ /p/ you hear the word ‘stop’ • Manipulate phonemes – the ability to manipulate sounds in and out of words, so that when you read ‘blow’ with the sound ‘ou’ as in cow, and you realize it’s not a word, you can drop the ‘ou’ sound and add the sound ‘oe’ and read ‘bloe’ McGuinnes, 1999

25. Assessment-Driven Early Instruction Foorman, 2008 • Small-group lessons • Systematic/explicit plan (PA Sequence) for at-risk readers • Skills not taught in isolation; integrated with total reading & writing program • Monitor progress

26. resources skill Instruction must be made more powerful for students at risk for reading difficulties. More powerful instruction involves: More instructional time Smaller instructional groups More precisely targeted at right level Clearer and more detailed explanations More systematic instructional sequences More extensive opportunities for guided practice More opportunities for error correction and feedback Foorman & Torgesen (2001)

27. Support Phonemic Awareness Development • Offer a print-rich environment in which to interact • Engage children • with print as both readers and writers • in language activities focusing on both form and content of oral and written language • Give explicit explanations to children to aid in the discovery of the alphabetic principle • Provide opportunities to practice reading and writing for real reasons in different ways to promote fluency and independence

28. Learning outcomes…… • Understand the concepts and skills • Perform the skills needed to use the sound-symbol system • Internalize information about the sound-symbol system • Know thepoint of reference is thesound, not the letter. McGuinness, 1999

29. Remember… • “Improvement is a process, not an event.” (Elmore, 2004, p.254) • “It matters little what else they learn in elementary school if they do not learn to read at grade level.” (Fielding et al., 2007, p.49) Kenwick School