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Phonological Awareness: Assessment and Intervention. Presentation to Student Support Services Unit Ministry of Education, Trinidad and Tobago January 3 - 5, 2007. Phonological Awareness.
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Phonological Awareness: Assessment and Intervention Presentation to Student Support Services Unit Ministry of Education, Trinidad and Tobago January 3 - 5, 2007
Phonological Awareness • The understanding of different ways that oral language can be divided into smaller components and manipulated: • Sentences into words • Words into syllables • Simple into /sim/ and /ple/ • Onset and rime • Bright into /br/ and /ight/ • Phonemes • Hamper into /h/, /a/, /m/, /p/, /er/
Phonemic Awareness • The most sophisticated level of phonological awareness. The understanding that words are made up of individual sounds or phonemes and the ability to manipulate these phonemes either by segmenting, blending, or changing individual phonemes within words to create new words. • Chard & Dickson, 1999
Phonemic Awareness and Success in Reading I • "Findings from a large body of research converge to suggest that students who enter first grade with little phonological awareness experience less success in reading than peers who enter school with a conscious awareness of the sound structure of words and the ability to manipulate sounds in words." • "Significant gains in phonological awareness can be achieved with teaching and…the gains in phonological awareness directly affect the ease of reading acquisition and subsequent reading achievement." • Smith, Simmons, & Kameenui (1998)
Phonemic Awareness Tasks • Rhyming • Oddity (sound categorization) • Blending • Segmenting • Manipulation
Taxonomy of Phonemic Awareness Tasks - 1 • Rhyming Tasks • An ear for the sound of words. Can recognize rhymes. Can produce rhymes. • Note the frequent use of rhyming words in books for young children (e.g., The Cat in the Hat).
Taxonomy of Phonemic Awareness Tasks - 2 • Oddity Tasks (Sound Categorization) • Child is presented with a set of 3 or 4 words and asked which of the words is different or does not belong. They may be asked to base their decision on the first sound of the words, or the final sound of the words, or sometimes the middle sound of the words. (Middle sounds amount to rhyme detection). • Only requires that children compare and contrast phonemic similarities and differences in the sounds of syllables. • Especially usable with children before formal reading instruction has begun. Bowey (1995) suggested sound matching may be more closely related to decoding performance than is phonological memory or rapid naming.
Taxonomy of Phonemic Awareness Tasks - 3 • Blending Tasks • Child is presented with segments of a word ( /m/..... /a/ ..... /p/), and asked to put them together into the word (map).
Taxonomy of Phonemic Awareness Tasks - 4 • Segmentation tasks • Can child decompose a syllable into its component phonemes. Easy tasks typically use words of 1 - 3 phonemes. • 1. Tapping. Child is given object (e.g. pencil) and asked to tap out the number of phonemes in each syllable. • 2. Counters. Child lays out chips, blocks, etc. instead of tapping. This leaves a permanent product. • 3. Spoken. Child articulates each sound in a word sequentially without the aid of concrete manipulates. • 4. Counting. Child counts the number of sounds in the word. • Typically, these tasks are preceded by ample training, demonstration, and modeling and, even while assessing skill, feedback may be given for incorrect responses. Thus, failure to perform is attributed to the inability to break syllable into smaller segments.
Taxonomy of Phonemic Awareness Tasks - 5 • Manipulation tasks • Children are asked to pronounce a word after they have removed a phoneme from the beginning, middle, or end of a word: • Say hill without the /h/ • Say monkey without the /k/; Say nest without the /s/ • Say pink without the /k/ • In other versions of this task, children are asked to add, delete, isolate, or move any given phoneme contained in a word. • Requires all the skills of phoneme segmentation plus more.
Manipulation II • Initial phoneme removal (syllable-splitting) is easier than other tasks. • Skill needed to delete the initial phoneme from a word. • Child is asked to break off first phoneme of a word. In some versions they are then asked to pronounce the phoneme in isolation (instructor says "bear" and child says "b-b-b-b"). • In others, child is asked to say what is left (instructor says "pink" and child says "ink").
Mountain Shadows Phonemic Awareness Scale (MS-PAS) • Sound categorization task • 20 items • 10 ‘same’ items • 20 ‘different’ items • Group administration • Screening
MS-PAS in U. S. • Internal consistency reliability of .89 • Test-retest stability of .73 for interval of 5 months • Test-retest stability of .75 to .88 for interval of 2 weeks • Predictive validity (reading) of .63 • Parallel with Test of Phonemic Awareness
Conducted Pilot Study • Address concerns with face validity. • To see if instrument would work in this population.
MS-PAS Normative Sample inTrinidad and Tobago • 50 boys and 50 girls from Infant 1, Infant 2, and Standard 1, respectively • No differences in scores between boys and girls. • No difference in scores based on students’ ethnic background.
MS-PAS & Reading (Concurrent Validity) Beginning of School Year End of School Year
MS-PAS (Beginning of Year) & Reading (End of Year)Predictive Validity
MS-PAS Norms Page 15
Interpretation • Tentative suggestions until validity research can be done in Trinidad and Tobago • Infant 1 – below 25th percentile – further individual assessment with IPA • Infant 2 – begin year raw score ≤ 18 – further individual assessment with IPA • Standard 1 – begin year raw score ≤ 18 – further individual assessment with IPA
Let’s Practice… • Student named Joe at end of Standard 1 • I’ll administer test and Joe’s responses will be on screen • You mark Score Sheet (page 20) • You score using norms (page 15) • You interpret (page14)
Score Sheet for Joe
MS-PAS Norms Page 15
