Keys to English Print

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Keys to English Print

• By
• Bev Teeter
• Brooke Mensing
• Dani Cady

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Methods
PAVE
Discourse
Reading Recovery
Visual Phonics
MVL
How can we help increase reading levels in our st
udents?
Bridges/LOCAN
Fingerspelling
Fairview Learning/BiBi
Bypassing Sound
Cued Speech
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Phonological Awareness and Vocabulary
Enhancement(PAVE)

• Integration of phonological awareness and
  vocabulary enhancement in the classroom
  
• Models of words decoding show the need for
  efficient activation of letter, phonemic, and
  semantic knowledge
  
• Early childhood students

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Key to English Print

• Study Results children without language skills
  have lower reading achievement and it continues
  through the elementary years. If they start
  behind, they continue to be behind. Gap becomes
  larger.
• Goal was to create an intervention to stop the
  cycle of kids coming not ready to read.

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Classroom Strategies

• Literacy Practices
• Environmental Print
• Book Reading
• Alphabet Knowledge
• Relationship to Orientation

• Instruction Practices
• Developing Phonological Awareness
• Vocabulary Enhancement

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Results

• No documentation
• Claim is that it is based on what research has
  said are effective practices to promote
  preliteracy skills. This was conducted with
  hearing children, but feel confident that it will
  also apply with deaf children.

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Visual Phonics

• A multisensory approach, using tactile,
  kinesthetic, visual, and auditory feed back to
  improve reading, writing and speech skills in
  deaf students and other children and adults who
  do not learn readily from traditional reading
  approaches.

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Visual Phonics Continued

• Used to improve reading through the development
  of phonological awareness skills, writing through
  the development of spelling skills, and speech
  through the development of articulation/mouth
  movements.

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Additional Components of Visual Phonics

• System of 45 hand cues and written symbols that
  help students make the connection between written
  and spoken language.
  
• Different from Cued Speech

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Examples
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Visual Phonics allows deaf students to ask
questions similar to those of their hearing peers.
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Key to English Print

• Written symbols that go with the hand cues so
  students can make connections.

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Strategies

• Rhyming Words
• Phoneme Counting
• Oddity Task
• Sequencing and Segmenting Sounds

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Rhyming Words

• Present words with hand cues. Students see
  similarity in how the words look with hand cues.
  

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Phoneme Counting

• Students count phonemes by using hand cues which
  allows them to see how many phonemes are in a
  given word.
  

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Oddity Task

• Use hand cues to allow students to see which
  words begin or end with the same or different
  sounds and to identify what the specific sounds
  are.

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Sequencing and Segmenting Sounds

• Present sounds in words with hand cues, which
  provides visual feedback and enhance the
  students ability to sequence/segment sounds in
  words.

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Research

• Initial research indicates visual phonics
  enhances skills such as phonics, reading,
  spelling, speech, and working memory however,
  much more research is needed.

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Fingerspelling

• 26 handshapes that correlate with the English
  alphabet

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Key to English Print

• When fingerspelling you are matching signs to
  letters.
  
• Deaf children have the ability to see the visual
  image of the sign and understand the concept of
  the meaning of the word before they develop their
  spelling abilities from repetition and practice.
• They transition from seeing it as a sign to
  individual letters and eventually connecting that
  to the printed word.
  

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Strategies

• ABC Stories
• Morphology words within words
• Appropriate model
• Early Exposure

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Cued Speech

• System that is used to represent the phonemes in
  the English language in a visual manner in the
  same way that hearing individuals have access to
  sound
• Uses 8 handshapes and four hand placements near
  the mouth to distinguish the 40 phonemes of
  English and other traditionally spoken languages.

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Misconception

• Often times people believe that cued speech is
  supposed to be used as a language, but it is
  actually a visual representation of the language
  that is used and has been adapted.

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Key to English Print

• English is a phonemic language and Cued Speech
  allows students to see a visual representation of
  the phonemes in the English language.

• Uses less memory than Manually Coded English and
  allows for less cognitive energies to be used
  during the information processing stage.

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How is Cued Speech Used?

• Supplement reading programs
• English language development

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Learning How to Read and Bypassing Sound

• Using the same concept that we use with hearing
  children to learn print, they bypass sound by
  using glossing and ASL-phabet.
  
• Use linguistics of ASL and apply them to English
  print.

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Key to English Print

• Break apart signs and relate it to printed word
  to gain phonological awareness.

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Strategies

• Phonological Awareness
• Alphabetical Principle
• Orthographic Awareness
• Reading Comprehension
• Comparative Analysis

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Gloss
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Examples
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Fairview Learning/Bi-Bi

• English and ASL
• 5 component reading program which gives direct
  access to ASL and English so that students can
  think and sign bilingually.

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Strategies

• Adapted Dolch Word Lists
• Bridge Lists and the Bridging Process
• Phonemic Awareness
• Reading Comprehension
• ASL Development/Spontaneous Written English

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Adapted Dolch Word Lists

• Goal was to match word meanings with their
  appropriate signs.
  
• Materials card sets, tapes, workbooks, and wall
  charts design for the language and reading
  development of deaf students.

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Bridge Lists and the Bridging Process

• Supply different ASL translations for frequently
  used English phrases.
  
• Lists are divided into grade levels.
• Teacher shows the student the front of the card,
  the student must then respond with all the listed
  sign translations of the phrase.
  
• 265 Bridge phrases on 5 lists.

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Phonemic Awareness

• 21 consonant sounds and 21 vowel patterns
  presented in such a way as to make these patterns
  accessible to students.
  
• Example, long i sound teach in patterns.
  Students asked to sign and/or speak these
  patterns.

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Reading Comprehension

• Structured reading exercises produced by SRA.
• When the foundation is mastered, most students
  get on grade level quickly. Some move 2 or 3
  grade levels per year in their reading
  comprehension.

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American Sign Development/ Spontaneous Written
English

• First situation
• Students tell personal stories to instructor.
• Instructor retells story modeling correct rules
  and grammar of ASL.
  
• Students sign again implementing what they have
  learned.

• Second situation
• Students translate their signed stories into
  written English or dictate stories to teachers.
  
• Stories are edited into correct English, and
  copied and illustrated by the students.
  
• Kept as picture books for students to take home.

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Bridges/LOCAN

• Program that is developed on the basis that the
  brain can be developed at any age through
  appropriate pattern of exercises.
  
• Taps into the recent research done on multiple
  intelligences.

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Bridges Continued

• When developing new skills the Bridges Program
  stresses the importance of following the order
  from figural (concrete objects) to symbolic
  (written digits) to semantic (application through
  words problems).

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Language Objectified for Conceptual Attainment
and Narration (LOCAN)

• An easy-to-learn, concrete language for
  expressing thoughts and ideas uses glyphs, or
  simple figures, to represent concepts. Each glyph
  represents a single concept and students can
  read the glyphs as a figural precursor to
  reading print.

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Motto
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How it is used

• Students participate in lab 40 minutes twice a
  week, 20 minutes doing cognitive skills and 20
  minutes on physical exercises to develop focusing
  and integration skills.

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Arrows Opposite

• Maintain easy rhythm and prescribed posture
• Smoothly scan from left to right and top to
  bottom without repeating or omitting symbols
  
• Accurately discriminate shapes and symbols, then
  rotate them mentally
  
• Maintain intense concentration for 30 shapes,
  approximately 45 seconds

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Manipulative Visual Language (MVL)

• A visual model of English in its basic forms.
• Colored shapes are used to teach the parts of
  written English.
  
• Teaches English syntax.

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How is it used

• Use two or three dimensional objects to show
  sentence structure.
  
• Have a map/path that takes you through creating a
  sentence and the necessary parts of a sentence.
  
• In reading, students use colored pencils to label
  the words in sentences.

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Examples

• Noun black equilateral triangle
• Verb red circle
• Pronoun purple triangle
• Preposition green crescent
• Adjective blue equilateral triangle

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Reading Recovery with Deaf Students

• Procedure to help develop the literacy of
  struggling learners with one-to-one skilled
  instruction 30 minutes every day.
  
• Books are chosen with the childs syntactic and
  semantic knowledge in mind.
  
• Provides teaching at the instructional level for
  each individual student.

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How it is used

• A systematic, organized, patterned program that
  is done daily.
  

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Reading Recovery Lesson

• Familiar reading
• Running record of yesterdays new book
• Letter identification
• Making and breaking of words
• Writing
• Working with a cut-up story
• Orientation and first reading of a new book

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Teaching and Learning through Discourse

• The Model
• Focus on content and meaning of what a student is
  saying.
  
• Provide feedback that will help a student be an
  active participant in the construction of
  knowledge.
  
• Ensure that classroom dialogue engages the
  students in genuine problem solving.

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Strategies for Implementing

• Establish a common understanding of a question or
  topic.
  
• Take the students contributions as evidence of
  their current level of understanding and expand
  on them.
  
• Make explicit connections between student
  contributions and the topic at hand.

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Implementing Strategies cont.

• Use questions as prompts.
• Rephrase student contributions.
• Summarize and restate what has been said.

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Research

• All of these keys to English print require a lot
  more research. Most have not been researched in
  depth and much of the research has not been
  replicated. Some of the methods were very
  effective with a few students, but have never
  been tried and tested with a large population.

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Resources

• In Search of Keys to English Print by Jane K.
  Fernandes
  
• Phonological Awareness and Vocabulary
  Enhancement Experiment in Preschool Literacy by
  Paula J. Schwanenflugel, Stacey
  Neauharth-Pritchett, Jamilia Blake, Claire
  Hamilton, and M. Adelaida Restrepo
• Research and Theory Support Cued Speech by Carol
  LaSasso and Kelly Lamar Crain
  
• Manipulative Visual Language A Tool to Help
  Crack the Code of English by Jimmy Challis Gore
  and Robert Gillies
  
• Reading Recovery with Deaf Children by Susan
  King Fullerton, Nancy Brill, and Christine
  Carter
  

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Resources

• See that Sound! Visual Phonics Helps Deaf and
  Hard of Hearing Students Develop Reading
  Skills by Bettie Waddy-Smith and Vanessa
  Wilson
• A Deaf Child Teaches a Community About
  Fingerspelling by Mary Ellen Carew
  
• Phonemic Awareness through Immersion in Cued
  American English by Kitri Larson Kyllo
  
• Bridges in Arizona Building Minds Ready for
  Reading by Kim Atwill, Sara Briggs, and Maureen
  Gallucci
  
• With Deaf and Hard of Hearing Students A Model
  for Effective Communicative Practice by David
  Stewart, Connie Mayer, and C. Tane Akamatsu

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Resources

• When Fingerspelling Replaced Signs Remembering
  an Encounter with Visible English by MJ
  Bienvenu
  
• Fingerspelling Aint Easy (But I use It Every
  Day) by David R. Schleper
  
• Cued Speech and American Sign Language Hand in
  Hand by Harry Wood
  
• Bridges in Illinois A New Program Connects
  Students to Learning by Joen M. Forney and
  Andrea Simeone

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Resources

• My Experience Communicating via Cued Speech by
  Ami Tsuji-Jones
  
• Learning How to Read and Bypassing Sound by Sam
  Supalla and Laura Blackburn
  
• Incorporating Phonics into an American Sign
  Language and English Program A Conversation by
  Sara Schley and Gary Wellbrock
  
• Literacy Strategies for the Classroom Putting
  Bi-Bi Theory into Practice by Connie (Ruth) S.
  Schimmel and Sandra G. Edwards