Phonics, Word Recognition, and Spelling

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Phonics, Word Recognition, and Spelling

• Sharon Walpole
• University of Delaware

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Overview of the Session

• Look at development of the alphabetic principle
  in a childs natural writing
• Discuss stages in reading and spelling
  development
• Review principles of, strategies for, and
  research on phonics instruction
• Look at reflection of the alphabetic principle in
  a childs developmental spelling assessments
• Review some basic concepts about the spelling
  system that are helpful for teachers to know
• Consider strategies for developing teacher
  knowledge in this area

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• Childrens spellings can give us insight into
  their knowledge of the characteristics of an
  alphabetic orthography.
• From spellings, we can document what children
  know, what they can do, and what they need to
  learn.

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• TRNSX
• tyrannosaurus rex

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What does the child
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What does the child
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• HTUT SAT NO DWO
• WOW
• Humpty Dumpty sat on a wall
• (and I made the O into a pumpkin!)

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What does the child
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What does the child
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• Fin you dot limi wrking
• you ovwas s locat the
• mes you mad
• Fine. You dont like my working. You always
  say look at the mess you made.

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What does the child
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What does the child
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• I like gowin g to the moves with my mom

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What does the child
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What does the child
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• WONS A BOY NAMDE DAVY FIDID INDEIDS HE HAD A GON
  AND A NIF HE WOS the KING of the WIYD FROTTER TER

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What does the child
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What does the child
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• I like horsis
• The beste
• I like anomols.

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What does the child
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What does the child
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• I like to ski on the hill.
• I like green eggs and ham.

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What does the child
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What does the child
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• Onc my brother had a dream. We had a krab. We
  boet the krab that day. That same knite the krab
  crold on my brothers head and he dreamd abuot
  that crab. He wock up and said I dremd abuot a
  krab.

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What does the child
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What does the child
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• Today at library we talkt about Sinthiea
  Riyhlent. She had a real dog naemd mudge. And
  she rote abuot Henry and mudge. A subetot came in
  and read us a henry and mudge book.

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What does the child
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What does the child
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• My uncel came on Saterday. He was the kcick me
  chaimpieon. He juggled 585 times in a row. He was
  the best in the word back then. He realy was!!!!

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What does the child
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What does the child
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• The watercress seeds are poiting towerd the
  window because it needs sun. We are going to be
  able to eat them at the end of school.

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What does the child
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General Questions

• Do you have adequate understanding of
  developmental issues in reading and spelling?
• Do you have adequate understanding of the role of
  decoding in word recognition and spelling?
• Does your reading program include adequate
  attention to instruction in phonics and decoding?
• Does your reading program include a sensible plan
  for assessment of phonics knowledge and decoding
  skills?
• Does your reading program include adequate
  attention to intervention in decoding?

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General Plan

• Who needs phonics instruction? When?
• A look at literacy ages and stages
• Instructional strategies for teaching phonics
• Research on phonics instruction
• Building a knowledge base for teaching phonics

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Development of Reading

• Emergent Stage Before children have a concept of
  word
• Beginning Stage As children are building a sight
  vocabulary
• Instructional Stage Continues through
  years--advances with instruction
• Transitional reader Begin to read silently and
  read/write with greater fluency
• Intermediate and Advanced Read to learn and
  write to convey meaning

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Stages in Beginning Reading

• Ehri (1997)
• Pre-alphabetic
• Uses environmental and visual cues
• Partial alphabetic
• Reads words by forming connections between only
  some of the letters
• Full alphabetic
• Reads words by forming complete connections
  because child can segment to the phoneme
• Consolidated alphabetic
• Reads words by chunking (morphemes, syllables,
  etc.)
• Ehri, L. (1997). Sight word learning in normal
  readers and dyslexics. In B. Blachman (Ed.),
  Foundations of reading acquisition and dyslexia
  Implications for early intervention (pp.
  163-189). Mahwah, NJ Lawrence Erlbaum Associates.

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Stages in Beginning Spelling

• Gentry (1982)
• Precommunicative
• Pictures or Letters, but random
• Semiphonetic
• Abbreviated spellings, some sounds
  represented
• Phonetic
• All sounds represented
• Transitional
• Long vowels marked, but not always correctly
• Conventional Spelling
• Mostly correct spellings
• Gentry, J.R. (1982). An analysis of spelling
  development in GYNS AT WRK. The Reading Teacher,
  36, 192-200.

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Reading and Spelling Development
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How does developmental data inform instruction?

• Core instruction mirrors developmental sequence
• Assessments identify developmental status
• Needs-based and intervention programs accelerate
  development for struggling readers

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What does this development really look like?

• Take a few minutes to put some developmental
  milestones for kindergarten and first grade in
  order based on your knowledge of beginning
  reading.
• Notice the relationships between alphabet
  knowledge, phonemic awareness, reading, and
  spelling.

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Principles of Good Phonics Instruction

• Good phonics instruction should develop the
  alphabetic principle.
• Good phonics instruction should develop
  phonological awareness.
• Good phonics instruction should provide a
  thorough grounding in the letters.
• Good phonics instruction should not teach rules,
  need not use worksheets, should not dominate
  instruction, and does not have to be boring.

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• Good phonics instruction provides sufficient
  practice in reading words, both in isolation and
  in stories, and in writing words, both from
  dictation and using invented spelling.
• Good phonics instruction leads to automatic word
  recognition.
• Good phonics instruction is one part of a reading
  program.

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• To what extent does the phonics instruction in
  your setting honor these principles? What
  strategies might you use to improve it?

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• Take time to identify the most common
  instructional approaches to teaching phonics.
• To what extent are these approaches reflected in
  your phonics curriculum, either singly or in
  combination?

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What does SBRR say about phonics instruction?
Goes in a preset, logical order.

• No matter what
• the type or types,
• it has to be systematic
• and explicit

The teacher and the child are clear about the
element under study.
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National Reading Panel Report

• General question
• What do we know about phonics instruction with
  sufficient confidence to recommend for classroom
  use?

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Method
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Sources

• 38 studies
• Some type of phonics instruction compared with
  unsystematic or non-phonics instruction
• School-based rather than laboratory-based
  curricula
• Measure of reading
• Not used in the PA meta-analysis

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Coding Variables
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Findings

• Systematic phonics instruction had a significant
  effect on childrens reading achievement compared
  to controls.
• Synthetic, larger-unit (onset-rime), and other
  phonics programs all were more effective than
  controls, but no one type of instruction or
  instructional program was significantly more
  effective.

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• Tutoring, small groups, and whole classes are all
  effective delivery systems for phonics
  instruction.
• Phonics instruction is more effective when it
  occurs in kindergarten and first grade than
  later.
• Phonics instruction is effective for at-risk
  kindergarteners, at-risk first graders, and
  disabled students. The findings for older weak
  readers are confusing.

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• Phonics instruction improves students ability to
  read real words, pseudowords, and irregular words
  (to a lesser extent).
• Phonics instruction improves reading
  comprehension in kindergarteners, first graders,
  and disabled readers, but not necessarily in
  older readers.
• Phonics instruction improves spelling in
  kindergarten and first grade, but not for older
  readers.

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• Phonics instruction is effective for children at
  different levels of SES.
• Phonics instruction was more effective than all
  forms of control groups (basal, whole language,
  whole word, regular curriculum).

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And heres what they said they didnt know . . .

• How long should phonics instruction be? Years?
  Minutes?
• How many letter-sound relationships should be
  taught?
• How can we maintain consistency in instruction
  and interest and motivation of teachers?
• What is the role of teacher knowledge?
• How should teachers be trained to teach phonics?

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• Given the new core programs you are using, to
  what extent are these questions answered for you?
  Are they answered in a satisfactory way? What
  are the big issues in the schools right now?

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What are some ways we can go wrong?

• Rely solely on teachable moments
• Invent phonics curriculum as we go
• Pace inappropriately
• Ignore developmental data
• Forget to provide practice of phonics taught in
  real reading and spelling
• Teach phonics all day long
• Forget to collect data on childrens learning

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How do we measure phonics knowledge in K and 1?

• Nonsense word reading (mep)
• Real word reading in isolation (map)
• Spelling tasks, both controlled and natural
• Reading tasks -- but not until later
• Why are each of these tasks useful? To what
  extent are they part of the assessment plan in
  your setting?

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• Watch a child acquire the alphabetic principle
  during kindergarten. The snapshots come from
  assessments rather than from natural writing.
  Think about what he knows about letters and
  sounds and his growing phonemic awareness.

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Christopher

• Entering kindergarten (8/04)
• No preschool
• Name 0 letters
• 0 letter sounds
• But a great teacher!

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Christopher Mid October

• 9 letter names
• 0 letter sounds
• Rudimentary spelling

fan
pet
rug
sit
mop
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Christopher Mid January

• 23 letter names
• 17 letter sounds
• Much better spelling!

• tap for top gad for glad
• lid pan for plan
• wag sap for step
• bit for bet ran for run
• nit for hot hip for ship
• vat for that mad for mud
• hip for chop fad for fed
• dig for dog

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Christophers journal writing
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Christophers writing-March 10
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Christopher Mid April

• paf for path
• kap for camp
• lap
• jrip for drop
• top
• pop for rip
• kot for cut
• ship for shop
• shin for chin
• van
• wat for wet
• nast for nest

• gad for glad
• hot
• dig
• rish for rich
• tab for tub
• hot for hunt
• tis for this
• yes
• sot for trot
• not for stop
• fish
• kib for crib
• job

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• Interpret Christophers spellings. What
  orthographic features does he know and use? What
  is he struggling with?

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• To what extent are the kindergarten and first
  grade teachers maximizing childrens use of
  phonics knowledge to engage in spelling and
  writing?
• What are the benefits of such an approach for
  teachers and for children?

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Universals of Language Study
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• What is the role of knowledge in expert
  instruction? To what extent does teacher
  knowledge interact with curriculum? Why develop
  teacher knowledge if we have well designed
  curriculum materials?
• Examples which follow draw from Chapter 5 of
  Moats, Speech to Print

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• Lets look at the first hundred words that
  children use in their writing, and sort them into
  categories. Given what weve reviewed here about
  phonemes, graphemes, and syllables, which are
  regular and which are irregular?

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• Carefully consider the outline on pages 106 and
  107. To what extent does the decoding and
  spelling instruction in the core programs with
  which you have been working mirror this
  developmental sequence? What are some issues
  that you would like to discuss?

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• Now look at the spellings of four different
  children in the same kindergarten classroom.
  What is the role of teacher knowledge in
  promoting literacy success for these children?
  How can we develop that knowledge?

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Some strategies for building knowledge

• Analyze the scope and sequence for teaching
  decoding and spelling in your core program and in
  your intervention program.
• Locate and use the phonics and spelling
  assessments included in your core.
• Use a developmental spelling assessment to learn
  more about your children.

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Some teacher-friendly resources

• Bear, D.R., Invernizzi, M., Templeton, S.,
  Johnston, F. (2004). Words their way Word study
  for phonics, vocabulary, and spelling
  instruction. Upper Saddle River, NJ Pearson.
• Fox, Barbara J. (2004). Word identification
  strategies Phonics from a new perspective.
  Upper Saddle River, NJ Pearson.
• Ganske, K. (2000). Word journeys
  Assessment-guided phonics, spelling, and
  vocabulary instruction. New York Guilford.
• Lyon, A., Moore, P. (2003). Sound systems
  Explicit, systematic phonics in early literacy
  contexts. Portland, ME Stenhouse.
• Savage, J.F. (2004). Sound it out Phonics in a
  comprehensive reading program. Boston, MA
  McGraw Hill.
• Strickland, D.S. (1998). Teaching phonics today
  A primer for educators. Newark, DE
  International Reading Association.
• CIERA series Every child a reader
• http//www.ciera.org/library/products/ecr/index.ht
  ml
• PALS website
• http//pals.virginia.edu/Instructional-Resources/

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References from this talk

• Ehri, L. (1997). Sight word learning in normal
  readers and dyslexics. In B. Blachman (Ed.),
  Foundations of reading acquisition and dyslexia
  Implications for early intervention (pp.
  163-189). Mahwah, NJ Lawrence Erlbaum
  Associates.
• Gentry, J.R. (1982). An analysis of spelling
  development in GYNS AT WRK. The Reading Teacher,
  36, 192-200.
• Moats, L. C. (2000). Speech to print Language
  essentials for teachers. Baltimore, MD
  Brookes.
• National Institute of Child Health and Human
  Development. (2000). Report of the National
  Reading Panel. Teaching children to read an
  evidence-based assessment of the scientific
  research literature on reading and its
  implications for reading instruction Reports of
  the subgroups (NIH Publication No. 00-4754).
  Washington, DC U.S. Government Printing Office.
• Stahl, S.A., Duffy-Hester, A.M., Stahl, K.A.D.
  (1998). Everything you wanted to know about
  phonics (but were afraid to ask). Reading
  Research Quarterly, 33, 338-355.