Check Your PH Check Your PH Quotient!Quotient!

Check Your PH Check Your PH Quotient!Quotient!

Nancy Hennessy M.Ed.Nancy Hennessy M.Ed.nhennessy@charter.netnhennessy@charter.net

ORBIDAORBIDAFeb. 23, 2007Feb. 23, 2007

PH IQ• Phonological processing• Phonological awareness• Phoneme• Phonemic awareness• Phonics• Alphabetic principle

Own itHeard of itNo clue

Phonological ProcessingPhonological ProcessingPhonological ProcessingPhonological Processing

““multiple functions such as perceiving, interpreting, multiple functions such as perceiving, interpreting, storing, recalling and generating the speech sound storing, recalling and generating the speech sound

system of our language.” system of our language.”

Brady & Scarborough, 2004Brady & Scarborough, 2004

Phonological Processing

Verbal short term

memory

Rapid serial naming

Phonological awareness

Articulation speed

Word awarenessSyllable

awareness

Phonemic awareness

Uhry, 2005

Dyslexia

“..a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction….” (Research Definition IDA, 2000)

Phonological Phonological awarenessawareness

Phonological Phonological awarenessawareness

“ “Broad class of skills that involve attending Broad class of skills that involve attending to, thinking about and intentionally to, thinking about and intentionally

manipulating phonological aspects of spoken manipulating phonological aspects of spoken language.”language.”

Brady & Scarborough, 2004Brady & Scarborough, 2004

““general ability to attend to sounds of language general ability to attend to sounds of language as distinct from meaning.”as distinct from meaning.”

Preventing Reading Difficulties Preventing Reading Difficulties in Young Children, 1998in Young Children, 1998

Five levels of difficulty, an instructional sequence…

Adams, 1990

• Sensitivity to rhyme• Recognition of patterns of rhyme and

alliteration in words• Partial phoneme segmentation-syllable

splitting and onset-rime• Full Phoneme segmentation• Phoneme manipulation

Why is this important?

“Understanding the basic alphabetic principle requires an

awareness that spoken language can be analyzed into strings of separate words and words into

sequences of syllables and phonemes within the syllable.”

Preventing Reading Difficulties in Young Children, 1998

Develop an ear…• Rhymes

– Poems and Chants• Recite-repeat• Whisper-Aloud

– This Ship is loaded with...

• Onset-rime– Quick draw

• Syllables– Clapping Names

• Clap it• Whisper it• Silent!

Adams et al, 2005www.fcrr.org

“positive reading outcomes in response to phonological awareness intervention….”

Gillon, 2004 • Older children with dyslexia• Young children at risk from low socio-

economic backgrounds• Kindergarten starting school with poor

phonological skills• School age with spoken language

impairments• Preschool with expressive phonological

weaknesses• Preschool and/or school age native

speakers of English, Spanish, German, Danish, Swedish, Hebrew, Dutch

Phonemic awarenessPhonemic awarenessPhonemic awarenessPhonemic awareness

““attending to, thinking about and attending to, thinking about and manipulating the individual phonemes manipulating the individual phonemes

within spoken words and syllables.”within spoken words and syllables.”

(Brady & Scarborough, 2004)(Brady & Scarborough, 2004)

““ability to manipulate and play with ability to manipulate and play with sounds”sounds”

Five levels of difficulty, an instructional sequence…

Adams, 1990

• Sensitivity to rhyme• Recognition of patterns of rhyme and

alliteration in words• Partial phoneme segmentation-syllable

splitting and onset-rime• Full Phoneme segmentation• Phoneme manipulation

Why it’s so important-several decades of empirical

research…• The ability to isolate and manipulate sounds of

letters in spoken words is one of the strongest predictors of successes in early reading acquisition (Scarborough, 1998)

• More accurate predictor than intelligence, vocabulary knowledge, socio-economic status

• Close relationship between phonemic awareness and reading ability exists not just in early years but through school years. (Wagner et al, 1994)

And…“Because phonemes are the units of sound that are represented by the letters of the alphabet, an awareness of phonemes is key to understanding the logic of the alphabetic principle.”

Preventing Reading Difficulties in Young Children, 1998

So what is a phoneme?

“Fluid vocal gestures, continuous movements of the tongue, lips and vocal apparatus that are coarticulated as we produce a spoken word.”

Liberman & Liberman, 1992

What is a phoneme?• Consonants

– Stops vs. continuants

– Voiced vs. unvoiced

– Place of articulation

• Vowels– Voiced– Lax, tense,

diphthong

Who Am I?…• Voiced partner for/p/• Voiced partner for /f/• Voiced partner for /t/• A glide pronounced on the roof of the mouth• A liquid pronounced ridge/teeth (hint lateral

liquid)• Unvoiced partner for /j/• Voiced partner for /sh/• Voiced partner for /k/• A nasal pronounced on the lips• Glides pronounced at back of throat

www.uiowa.edu/~acadtech/phonetics

Could it be???

• Phoneme identity is the phoneme awareness skill basic to decoding

• Phoneme direct model of acquiring phoneme awareness (Murray, 1998 )– Focus on individual phonemes– Make the phoneme memorable (connections with

letters, gestures, alliteration, articulation) – Provide practice finding in words (onset….)

For maximum reading transfer, literature suggests….

Phoneme Awareness Continuum

• Isolate• Identify• Categorize

• Blend• Segment

•Delete•Add•Substitute•Reverse

Identify, isolate, categorize

• Initial Phoneme Picture Sort• Sound Pictures and Picture Puzzles• One Card Out

www.fcrr.org

Segmenting and blending…*

• Map it!• Tap it!

– Fingers– Arm– Head, waist,

toes

• Sweep it!

PhonicsPhonicsPhonicsPhonics

““learning of letter-sound associations learning of letter-sound associations used for reading and spelling.”used for reading and spelling.”

(Gillon, 2004)(Gillon, 2004)

We represent phonemes with

graphemes• Consonants • Vowels

LETRS-Module 2

Phonological Awarenessrhyme, alliteration, sentence, word, onset-rime, phoneme awareness

Phoneme AwarenessAbility to hear, identify, and manipulate individual speech sounds

Phoneme Segmentationscat = /s/ /k/ /ă/ /t/Phoneme Blending/s/ /k/ /ă/ /t/ = scat

OrthographyLetters and letter

patterns

+

Phonics

Phonological AwarenessInstruction

teach explicitly model, lead, observe (I do one, we do one,

you do one!). use a sequence teach as an oral activity working toward using

letters to represent sounds as segmentation is mastered

touch, move, say—multisensory engagement give immediate corrective feedback.

Assessmentscreening progress monitoring

diagnosticDIBELSPARTPRI

CTOPPTOPALAC

www.fcrr.orgwww. idea.uoregon.edu

Benchmarks K-6 +

• Initial sound fluency• Letter naming fluency• Phoneme segmentation

fluency• Nonsense word fluency• Oral reading fluency• Oral retelling fluency• Word use fluency

DIBELS

www.uoregon.edu

• Alphabet• Letter Word Calling• Picture Naming• Phonemic Awareness• Rapid Naming

PARwww.childsmind.org

PH IQ• Phonological processing• Phonological awareness• Phoneme• Phonemic awareness• Phonics• Alphabetic principle

Own itHeard of itNo clue

Instructional Programs

Fundations (Wilson, 2002)Ladders to Literacy (Notari-Syverson, O’Connor &

Vadsky, 2005)Lindamood Phoneme Sequencing Program for Reading,

Spelling and Speech (Lindamood & Lindamood, 1998)Open Court (Adams et al, 1995)Phonemic Awareness in Young Children: A Classroom

Curriculum (Adams, Foorman, Lundberg & Beeler, 1997) Phonological Awareness Training for Reading (Torgeson

& Bryant, 1994)Reading Readiness (Carreker, 2002)Road to the Code (Blachman, Ball, Black & Tangel,

2000)Sounds Abound: Listening, Rhyming and Reading (Catts

& Vartianen, 1993)Multisensory Teaching of Basic

Skills, 2005

References

• Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.

• Adams, M., Lundberg, I, & Beeler, T. (1998). Phonemic awareness in young children: A classroom curriculum. Baltimore, MD: Paul H. Brookes.

• Brady, S. & Scarborough, H. (2004). Toward a common terminology for talking about speech and reading: A glossary of the “phon” words and some related terms. In M. Joshi (Ed.) Dyslexia myths, misconceptions and some practical applications. Baltimore, MD: International Dyslexia Association (7-45).

• Uhry, J. (2005). Phonemic awareness and reading research. In J. Birsch (Ed.) Multisensory teaching of basic skills. Baltimore, MD: Paul H. Brookes.

• Gillon, G. (2004) Phonological awareness: From research to practice. New York: Guilford Press.

• Moats, Louisa. (2005) Language essentials for teachers of reading and spelling: Longmont, CO: Sopris West.

• Moats, Louisa. Speech to Print: Baltimore, MD: Paul H. Brookes Publishing Co., 2000.

• Murray, B. (2006). Defining phonological awareness and its relationship to early reading. In K. A. Stahl, K.A. & M. C.McKenna (Eds.) Reading research: Foundations of effective practice. New York: Guilford Press.

• Snow, C. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.