Strategies for Reading Intervention in a ThreeTier Model: Phonemic Awareness

1
Strategies for Reading Intervention in a
Three-Tier Model Phonemic Awareness

• Carolyn A. Denton, Ph.D.
• Vaughn Gross Center for Reading and Language Arts
  at the University of Texas

2

• Children Do NOT Outgrow Reading Difficulties
• A child who is a poor reader at the end of first
  grade has an almost 90 chance of remaining a
  poor reader at the end of Grade 4 (Juel, 1988)
  and at least a 75 chance of being a poor reader
  at the end of Grade 12 (Francis et al., 1995).

3

• Many reading difficulties can be prevented
  through explicit and systematic classroom
  instruction and concentrated intervention.
• Prevention studies commonly show that 75- 96 of
  at risk children (bottom 20) in K- 2 can learn
  to read in average range.

4

• Most students with serious reading difficulties
  have problems reading words in lists.
• Single word decoding problems in reading are
  primarily associated with problems segmenting
  words and syllables into phonemes (sounds).
• This is true in virtually all poor readers,
  including children, adolescents, and adults--at
  all levels of IQ--and in socially disadvantaged
  children and adults.

5
Phonemic Awareness

• The understanding that speech is composed of a
  sequence of sounds (phonemes) that are recombined
  to form other words the ability to hear and
  manipulate phonemes within spoken words
• Key Skill - Can segment words into phonemes, and
  blend them back into words.

Fish /fff/iii/shshsh/ fish
6
Phonemic Awareness
Shaywitz, S., Overcoming Dyslexia
7
Phonological, phonemic, phonics?

• Phonological awareness The awareness of
  distinct parts within the speech stream
• Includes words, syllables, onsets-rimes, sounds
• Phoneme The smallest unit of sound in a language
• Phonemic awareness One kind of phonological
  awareness the ability to hear and manipulate
  sounds (phonemes) within spoken words
• Phonics Mapping sound to print teaches students
  how printed words work

8
Continuum of Phonological Awareness Skill
Difficulty

• Rhyme (pre k k)
• Identifying words within a sentence (pre k k)
• Blending and segmenting compound words (pre k
  k)
• Blending and segmenting syllables (pre k k)
• Onset-rime blending (pre k k)
• Onset-rime segmentation (pre k k)
• Sound isolation (First - last) (k 1)
• Phoneme blending (k 1)
• Phoneme segmentation (k 1)
• Phoneme elision/manipulation (1-2)

9

• Key Benchmark for reading acquisition
  segmenting and blending words with consonant
  blends. /k/rrr/iii/b/ - crib
• This should happen by around mid- first grade.
• Butdont wait for this benchmark to begin to
  teach letter-sound correspondences and sounding
  out

10
What do phonological awareness tasks look like?

• Rhyming
• What rhymes with house?
• What does not rhyme? Sad, Dad, happy, rad
• Sentence Segmentation
• Clap the spoken words in a sentence.
• Compound Word/ Syllable Blending and Segmentation
• Say cow. (cow) Say boy. (boy) Now say it all.
  (cowboy)
• Blend these sounds into a word. (rab-bit is what
  word?)
• Clap the number of syllables in the word banana.
  (ba-na-na)

11

• Onset-Rime Blending and Segmenting
• Blend a one syllable word /s/ /at/ -gt sat
• Segment the word sat into its onset and rime /s/
  /at/.
• Phoneme Blending, Segmentation, and Manipulation
• Putting phonemes together to say words (/s/ /u/
  /n/ is sun) (blending)
• Pulling phonemes apart/phoneme counting (How
  many sounds in cat? (3 sounds) Tell me the sounds
  in cat. -gt /c/ /a/ /t/ (segmentation)
• Adding deleting, or substituting phonemes in
  words (meat with /m/ is eat, or change the /h/ in
  house to /m/ and you have mouse). (manipulation)

12
What Does Research Say About Phonemic Awareness
Instruction?

• Provide explicit and systematic phonemic
  awareness instruction that teaches segmenting and
  blending sounds
• Begin with auditory phonemic awareness
  activities and link sounds with letters as soon
  as possible
• Normally mastered by middle of Grade 1

89
13

• Students should never skip a critical skill area
  just because of their age or grade level.
• SOME older students still need phonemic awareness
  instruction.

14
How do I know whether students need instruction
in phonemic awareness?How do I know which
phonemic awareness skills to teach?

• Assessment!
• See Resources handout.

15
Explicit Instruction

• Purposeful planning
• Model/explain clearly
• Reteach and clarify
• Guided and monitored independent practice
• Scaffolding, corrective feedback, praise
• High rate of successful and accurate responses

16
Apply to All Word Work Activities

• Model and teach
• Show students the correct way. (I do it.)
• Guided practice
• Students do it with teacher support and feedback.
  (We do it.)
• Independent practice
• Students practice alone with teacher monitoring
  and feedback. (You do it.)
• Cumulative practice
• Students practice new items along with items
  already learned.

17
Apply to All Word Work Activities

• Model and teach
• Listen! Im going to say the sounds in trip
  /t/ /r/ /i/ /p/
• Guided practice
• Do it with me. Say the sounds in trip.
• Independent practice
• Your turn. Everyone, say the sounds in trip.
  Jessica, say the sounds in trip. Thomas, your
  turn.
• Cumulative practice
• Now Ill give each of you some words so you can
  say the sounds in the words.

18
Compound Word Blending(Auditory Activity Pre
k-k)

• Introduction 2 groups move closer together and
  say the parts of the compound word closer
  together
• Group 1 Cow
• Group 2 Boy
• Model Blending (fists)
• Left Hand Cow
• Right Hand Boy
• Guided practice Group does it together
• Independent practice Students take turns.

19
Phoneme Segmentation Stretching Words

• Model Say VC or CVC word slowly, stretch the
  word
• May provide framework with fingers or illustrate
  stretching with a Slinky toy
• Guided practice We do it.
• Independent practice You do it. (Take turns.)

mmmmoooopppp
20
Phoneme Blending The Mystery Word Game

• Stretch a VC word with continuous sounds.
• Model Identify the word (say it correctly).
• Then students identify words you stretch.
• Guided practice
• Independent practice

21
Video Clips

• Stretching Words
• Mystery Word Game

22
Elkonin Sound Boxes (Without Print)

• Model pushing an with a 2-phoneme sound box card
  (aaaannnn)
• Guided practice Students push the word an as a
  group
• Independent practice Students each push a new
  word
• Go from 2-phoneme words to words with 3 or 4
• Words with continuous sounds are easier

23
(No Transcript)
24
Video Clip

• Elkonin Sound Boxes

25
Partner Practice Elkonin Sound Boxes
26
Teaching Segmenting in Grade 3

• Start with easy CVC words, then go to words with
  blends (truck) and words like crowd
• Create word lists that follow the same patterns
• Dont spend any more time on this than necessary
• End-point skill can independently segment words
  with blends
• Have students write letters to represent the
  sounds (spelling strategy)

27
Words With Consonant Blends

• truck
• slip
• great
• swim
• grape
• pretty
• swing
• claim

• lamp
• pump
• best
• band
• stand
• crispy
• blister
• street

28
Teaching Segmenting in Grade 3

• Introduce the next skill in the sequence
• Model Listen. Im going to say a word that
  starts with a consonant blend (slip). Now Im
  going to say each sound in the word
• (s-l-i-p).
• Guided Practice Try it with me.
• Independent Practice Now you try it.

29
Teaching Segmenting in Grade 3

• Continue to model as needed
• Elkonin sound boxes are useful
• You may use blocks or numbers written on a white
  board to scaffold
• Point to the numbers as you say each sound in the
  word
• Graduate to a discreet finger tapping
• Add letters to teach spelling

30
Phoneme Manipulation

• Run a finger under or above the numbers (be sure
  it goes left-to-right for the student), while
  saying a word or nonword slowly but connecting
  the sounds as much as possible.
• Example is for 4-phoneme words
• Say (for example), My word is flip--fffflllliiiip
  . (Run finger under numbers.) (Then cover up 1).
  Say it without the /f/. (Give them the sound,
  not the letter name!)

31
Phoneme Manipulation

• Later ask them to omit final sounds, then middle
  sounds
• My word is plant. Say it without the /t/.
  (cover 4)
• My word is spam. Say it without the /p/.(cover
  2)
• Later My word is flip fffllliiip. Take off the
  /i/ and put in an /o/. Whats the word?
• Still later Take away the numbers. Make it
  completely auditory.

32

• 1 2 3 4

My word is skip. (Run finger under numbers)
Ssss-k-iiii-p (Cover up 2) Say it without the
/k/.
33
Partner Practice Framework for Phoneme
Manipulation
34

• Carolyn A. Denton, Ph.D.
• Vaughn Gross Center for Reading and Language Arts
  at the University of Texas at Austin
• http//www.texasreading.org/