Bringing Letter Sounds to Life: Merging Phonemic Awareness and Phonics

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• Bringing Letter Sounds to Life Merging Phonemic
  Awareness and Phonics
• Presented by
• Marianne Nice M.S CCC-SLP
• Amy Leone M.S.T. CCC-SLP

Phonemic Awareness
Phonics
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Roles of SLPs in Literacy

• ASHA position Statement 2001
• 1. Prevention
• 2. Identifying children at risk
• 3. Assessing
• 4. Provide direct intervention in reading and
  writing
• 5. Assuming other roles (providing assistance to
  general curriculum, advancing knowledge of school
  staff)

American Speech-Language Hearing Association.
(2001). Roles and Responsibilities of
Speech-Language Pathologists With Respect to
Reading and Writing Children and Adolescents
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A three part definition of phonemic awareness
1. Understanding that words are composed of
segments of sound smaller than a syllable. Words
are made up of small reusable chunks of sound.
2. Awareness of the way phonemes are
coarticulated when they are blended
3. Increasing awareness of the critical
distinctive features of phonemes so that their
identity, order, and number can be specified in
words of increasing complexity
Taken from Torgesen, J.K. Teaching all
students to read Working together as a school
level system. Invited presentation to annual
meetings of the American Speech and Hearing
Association. Miami, November, 2006.
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Why is it important for children to acquire good
phonemic decoding skills (phonics) early in
reading development?
1. Because learning to read involves everyday
encounters with words the child has never before
seen in print.
2. Phonemic analysis provides the most important
single clue to the identity of unknown words in
print.
Taken from Torgesen, J.K. Teaching all
students to read Working together as a school
level system. Invited presentation to annual
meetings of the American Speech and Hearing
Association. Miami, November, 2006.
5
Matthew Effects

• Children who learn to read easily, enjoy reading,
  read more, are exposed to more complex and varied
  vocabulary, exhibit greater comprehension.
• Children who struggle with reading, become
  frustrated with reading, read less, encounter
  fewer new words, learn less vocabulary, and
  understand less of what they read.

Adapted from Coyne, M. Supporting Vocabulary
Development. National Reading First
ConferenceNew Orleans, July 2005
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Hypothetical Matthew Effects
Average Progression
Poor Reader
1 2 3 4 5 6 7 8
Grades
Taken from Burns, D. Pathways to literacy
Vocabulary. Borough School, October, 2004.
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What happens to struggling readers as they
progress through school?
Below is a reading sample from a 7th grade
student with a reading disability Context
Social Studies Textbook Accuracy 79 Words per
Minute 64 While the states were farming their
government, the _________ Congress wrote a
Congress for the national as a whole. Writing a
__________ that all the states would approve was
(a) difficult jobs. In 1776, few Americans
thought of them slaves as citizens of one
national. ___________ , they felt loyal to their
own states. The new state were ________ to give
too
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What happens to struggling readers as they
progress through school?
Below is a reading sample from a 7th grade
student with a reading disability Passage as it
reads in the text While states were forming
their governments, the Continental Congress wrote
a constitution for the nation as a whole.
Writing a constitution that all the states would
approve was a difficult job. In 1776, few
Americans thought of themselves as citizens of
one nation. Instead, they felt loyal to their
own states. The new states were unwilling to give
too (much power to a national government).
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Building Blocks of Successful Reading
comprehension
vocabulary
reading fluency
phonics
phonological awareness
phonemic awareness
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Phonological Awareness Continuum
Less Complex
More Complex
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Phonemic Awareness Benefits

• - Prepares students to learn the Alphabetic
  Principle
• - Helps children read new words and remember
  unfamiliar ones
• - Helps children learn to spell

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Properties of Effective Phonemic Awareness
Instruction

• Move from simple to complex
• Gradually introduce print as children become
  aware of sounds
• Directly teach how to apply phonemic awareness
  skills to reading (decoding). Which phonemic
  awareness skill is related to reading?

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Properties of Effective Phonemic Awareness
Instruction

• Directly teach how to apply phonemic skills to
  spelling (encoding). Which phonemic awareness
  skill is related to spelling?
• Use hand-on activities vs. worksheets

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• Phonemic awareness is not acquired for its
• own sake but rather for its value in helping
• learners understand and use the alphabetic
• system to read and write.
• - National Reading Panel, 2000
• A weakness of some SLPs dont pay enough
  attention to the transition between phonemic
  awareness and phonics.
  - Dr. Joseph Torgesen, ASHA 2006

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Comprehension Skills
Word Identification Skills
Pamela Hook, 2000
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• During reading and spelling activities, students
  begin to combine their knowledge of phonemic
  awareness and phonics

/s/ /a/ /t/
sat
sat
Phonemic awareness instruction helps students
begin to make the connection between letters and
sounds
Nancy Telian
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• Studies have shown that the most effective
  phonemic awareness intervention programs include
  letter sound instruction and use of letters in
  phonemic awareness activities.
• Important Studies
• -Bradley, Bryant (1983)
• -Blachman et al. (1991)
• - Williams (1980)
• - Oudeans (2003)

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Research StudyDr. Mary Karen Oudeans

• - Pilot study examined optimal sequence for
  integrating phonological blending and segmenting
  with letters.
• 55 children, randomly assigned to two
  instructional approaches
• -parallel integrated
• -parallel non-integrated

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Oudeans Study

• Parallel Integrated Group
• - Children taught letter sound relationships
  during one activity
• - Children taught auditory skills of phoneme
  blending and segmenting during second activity
• Activities integrated

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Oudeans Study Findings

• Explicit instruction in blending and segmenting
  with letters demonstrated improvement in
• -acquisition of alphabetic principle
• - single word decoding (at post-test)

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We can directly teach kids how to apply Phonemic
Awareness skills by

• Explicitly teaching letters sounds
• Explicitly teaching students how to blend
  phonemes with letters to improve decoding
• Explicitly teaching students to segment phonemes
  with letters to improve spelling
• Educate others in applying phonemic awareness
  skills to phonics

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Programs which incorporate letters into phonemic
awareness training

• LiPS (Lindamood Phoneme Sequencing Program)
• Reading by the Rules (Wisnia-Kapp Reading
  Program)
• Lively Letters (Reading with TLC)
• Fundations (Wilson)
• Ladders to Literacy

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• Lively Letters
• Developed in 1990 by Nancy Telian , M.S. CCC-SLP
• Used with at-risk readers, struggling readers,
  special education students, ELL students in a
  Boston Public School system
• Initial pre and post-test pilot study data
  demonstrated substantial gains in phonemic
  awareness, nonword decoding and oral reading
• Program officially published in 1994
• Materials and trainings are available through
  Reading with TLC

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Lively Letters Program

• a multisensory supplement to core reading
  curricula K-2
• intervention program for students of all ages
• explicit and systematic
• teaches alphabetic principle
• simultaneously teaches phonemic awareness and
  early phonics skills

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Lively Letters Trains PA and Phonics
Simultaneously By

• directly teaching students how to decode and
  encode
• providing students an opportunity to manipulate
  phonemes using letters
• providing opportunities for active learning and
  transfer of skills by tying together oral
  kinesthetic features of the sound with the letter
  shape

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Results DIBELS Assessment1999-2000 Pittsfield,
MA
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b
p
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Lively Letters Skills Taught

• Letter/Sound Associations- 44 sounds of our
  language plus additional vowel digraphs
• Rapid Naming of Letter Sounds
• High Level Phonemic Awareness
• Blending
• Segmenting
• Manipulating
• Orthographic (Visual) Awareness
• Decoding Encoding Skills
• - Extensive One Syllable Level
• - Multisyllable Words

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10 Key Features of TLC

• Intersensory links 3 modalities
• Letter Shapes, Sounds, Oral Kinesthetic
  Movements
• Heavy use of mnemonics imagery
• Language based
• Structured and explicit
• Discovery approach for consonants
• Diagnostic and prescriptive
• Track with letter picture cards
• Load removed from working memory
• Self cueingrapid, automatic naming
• Remedial and preventive uses

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Introducing the SoundsLively Letters

• Explain that youre working with sounds and HOW
  theyre made.
• Use a guided discovery approach.
• Teach on/off feature of voice.
• Begin with the easiest sounds to produce and
  perceive (follow chart in Instruction Manual,
  Page 2)
• Produce consonants in isolation exaggerate
  mouth, use hand cues.

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Introducing the SoundsLively Letters

• 6. Students repeat the sound.
• 7. Guided discovery of how sound is produced.
• 8. Teacher labels sound and shows the Lively
  Letters card and story.
• (For vowels, the card is shown first)
• 9. Introduce consonants in pairs, when
  applicable.
• 10. Drill cards, progress through the program.

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Progressing Through Lively Letters

• Introduce 6-8 consonants, drilling isolated
  sounds.
• Introduce 1 or 2 vowels.
• Put into tracking activities.
• Introduce more cards, tracking with real and non
  words.
• Each day, review old sounds, introduce new sounds
  if ready, and track with new letters.

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SKILLS

• Tracking Academic Phonemic Awareness
• Decoding Reading Blending
• Encoding Spelling Segmenting

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Increasing Levels of Difficulty

• When student is at 90 accuracy increase
  difficulty level by
• Introducing new cards
• Increasing length of words
• Using more difficult materials

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TrackingDecoding and Encoding
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Tracking Make one change at a time
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Training Initial Sound Blending Skills

• Begin with real-sounding V-C words
• Help student move first card into next
• Model the sound blending with student
• Elongate vowel sound produce it loudly
• Introduce more letter sounds
• If cant blend V-C, move to real C-V-C words
• First consonant should be a continuant sound

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Initial Sound Blending (cont.)

• For student forgetting first sound, make it
  louder
• Blend CV as a unit then add the final sound and
  blend whole word (ex. ra -gt t . rat)
• Make substitution changes- all positions
• Student points to and sounds out each letter,
  then glides finger under all the letters-
  blending word.
• Have student choose picture of target word,
  while
• using the slide activity.

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Start with Vowel-Consonant (real words)
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Move to CVC (real words) start with a continuant
sound
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Move to CVC (real words) start with a continuant
sound
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The Slide!

• Use the Slide Activity

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Blend CV as a unit then add the final sound
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Use the picture-pointing activity
Student points to picture after blending sounds
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-ROAST-Errors in speech, reading, and spelling

• Reversals (lots / lost)
• Omissions (fog / frog)
• Additions (track / tack)
• Substitutions (bet / bit)
• Transpositions (slip / lisp)

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Decoding (reading)

• If that says ________,(teacher changes a letter
  card) What does this say?
• Method
• Student points to and sounds out each letter
  card, then blends them.

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Tracking
Reversals
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Tracking
Omissions
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Tracking
Additions
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Tracking
Substitutions
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Tracking
Transpositions
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Teaching Initial Segmenting Sounds

• Line up the cards to spell a CVC word
• Draw arrows and lines below
• Teacher produces word, student repeats word
• Student and teacher produce each sound while
  pulling down its corresponding card
• Completely new word each time

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Encoding (spelling)

• If that says ______, make it say _____.
  (teacher says new word, changing one sound)
• Method
• Instructor places several cards under the word.
• Student repeats the word.
• Student says each sound of the new word, while
  touching each letter of the old word.
• When the sound made doesnt match the card,
  student changes the letter card.

o
b
m
g
h
t
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Segmenting/Encoding Sounds
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Segmenting/Encoding Sounds
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Segmenting/Encoding Sounds
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Tracking Strategies for Consonant Blends
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Decoding Initial Consonant Blends
1
2

• Student
• Points to and sounds out each of the initial
  consonants and blends them together (as one beat)
• Points to and sounds out rest of letters
• Blends whole word

3
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Decoding Final Consonant Blends
1
3
2
4

• Student
• Covers last consonant completely with right hand
• With left hand, points to, sounds out and blends
  visible letters as a word
• Uncovers and sounds out final letter
• Blends the whole word

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Encoding Consonant Blends- Initial and Final
Positions -

• (Student makes the card change)
• Same as encoding CVC words
• (no covering letters or blending initial blends)
• Student points to each letter of the old word
  while saying each sound of the new word.
• When he points to a letter that does not match
  the sound being produced, student makes a letter
  change.

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Working out difficulties

• Provide practice and contrast to help children
  work out perceptual difficulties you observed
  during auditory activities (ex. confusion
  between i, and e)
• Ask key questions to lead child to correct answer
  BEFORE they make mistake..prevent errors from
  occurring.
• Vary your level of materials and difficulty to
  promote transfer

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• How can you apply the information you learned
  today?

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Consider your role in literacy

• ASHA position Statement 2001
• 1. Prevention
• 2. Identifying children at risk
• 3. Assessing
• 4. Provide direct intervention in reading and
  writing
• 5. Assuming other roles (providing assistance to
  general curriculum, advancing knowledge of school
  staff)

American Speech-Language Hearing Association.
(2001). Roles and Responsibilities of
Speech-Language Pathologists With Respect to
Reading and Writing Children and Adolescents
89
If You Already Try
teaching letters and highlighting both visual
and auditory features
Work on sound discrimination
supporting sound identification activities
with letter tiles
Initial and final sound identification
continuing to use those and similar multisensory
techniques to build sound-symbol correspondence
(alphabetic principle)
Use mirrors to show students how to articulate
sounds
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If You Already Try
Writing goals like this Sue will blend,
segment and manipulate sounds within
single-syllable words with 95 accuracy, when
supported letters and multi-sensory supports.
Write goals like this Sue will complete
auditory phonemic awareness activities with 95
accuracy.
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If You Already Try
blending and segmenting with letter
tiles 1) Review/introduce just a few
letter sounds at a time 2) use those letters
sounds to directly teach early blending and
segmenting 3) manipulate phonemes using
ROAST
Work on auditory blending and segmenting with
manipulatives
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If You Already Try
Provide Push-In services to teach phonemic
awareness
Creating a center that -Teaches early sound
blending skills - Incorporates letter supported
tracking activities (use ROAST!)
informing educators about the importance of
directly teaching students how to include letters
in sound play model for teachers how to make
the leap from PA to phonics
Consult to classroom teachers
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References

• Ball, E.and Blachman B. (1991). Does
  phoneme awareness training in kindergarten make a
  difference in early word recognition and
  developmental spelling? Reading Research
  Quarterly, 26 (1), 49-66.
• Bradley, L.and Bryant, P. (1983).
  Categorizing sounds and learning to read A
  causal connection. Nature 301, 419-421.
• Moats, L. (2000). Speech to Print Language
  Essentials for Teachers. Baltimore, MD
  Paul Brookes Publishing.
• National Reading Panel (2000). Teaching
  Children to Read Evidence-Based Assessment of
  the Scientific Research Literature on Reading and
  its Implication for Reading Instruction. U.S.
  Department of Health and Human Studies, National
  Institute of Child Health and Human Development,
  NIH Pub. No. 00-4754.

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References

• Oudeans, M. K. (2003). Integration of
  letter-sound correspondences and phonological
  awareness skills of blending and segmenting a
  pilot study examining the effects of
  instructional sequence on word reading for
  kindergarten children with low phonological
  awareness. Learning Disability Quarterly, 26
  (4), 258-280.
• Telian, N. (1993). Telian Mulisensory
  Mnemonic Letter Card Program, Lively Letters.
  Stoughton Telian Learning Concepts.
• Williams, J. (1980). Teaching decoding
  with an emphasis on phoneme analysis and phoneme
  blending. Journal of Educational Psychology, 72,
  
• 1-15.