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Phonics, Word Recognition, and Spelling. Sharon Walpole University of Delaware. Overview of the Session. Look at development of the alphabetic principle in a child’s natural writing Discuss stages in reading and spelling development - PowerPoint PPT Presentation
Phonics, Word Recognition, and Spelling
Sharon Walpole
University of Delaware
Overview of the Session
• Look at development of the alphabetic principle in a child’s 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 child’s
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
Children’s 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.
October, Kindergarten
TRNSX
“tyrannosaurus rex”
What does the child
Know? Need?
What does the child
Know? Need?
Upper case letter formation
At least some letter sounds
Syllable-level segmentation
Lower case letters?
Firm letter sounds?
Onset-rime segmentation?
October, Kindergarten
HTUT SAT NO DWO
WOW
“Humpty Dumpty sat on a wall
(and I made the O into a pumpkin!)”
What does the child
Know? Need?
What does the child
Know? Need?
Upper case letter formation
At least some letter sounds
Syllable-level segmentation
Concepts about print?
Concept of word?
Summer Between Kindergarten and First
Fin you dot limi wrking
you ovwas s locat the
mes you mad
“Fine. You don’t like my working. You always say look at the mess you made.”
What does the child
Know? Need?
Full phonemic segmentation
Some sight words
Preconsonantal nasals
Long vowel markers
What does the child
Know? Need?
September, First Grade
I like gowin g to the moves with my mom
What does the child
Know? Need?
What does the child
Know? Need?
Upper and lower case letters
Sentence formation
High frequency words
Support with spacing
October, First Grade
WONS A BOY NAMDE DAVY FIDID INDEIDS HE HAD A GON AND A NIF HE WOS the KING of the WIYD FROTTER TER
What does the child
Know? Need?
Story language
Combination of conventional spellings and invented spellings;
Easy to interpret
Spacing
Periods
Indentation
Word with upper and lower case
-ed morpheme
Short vowels
What does the child
Know? Need?
November, First Grade
I like horsis
The beste
I like anomols.
What does the child
Know? Need?
Upper case letter formation
At least some letter sounds
Syllable-level segmentation
Lower case letters?
Firm letter sounds?
Onset-rime segmentation?
What does the child
Know? Need?
January, First Grade
I like to ski on the hill.
I like green eggs and ham.
What does the child
Know? Need?
Conventional spellings for many words
Simple sentence structure
Upper and lower case
More varied sentence-level composing
What does the child
Know? Need?
February, First Grade
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.
What does the child
Know? Need?
Story language
Sentence structures
Some long vowel markers
Sentence wrapping
/K/ sound in initial and final position
Low-frequency vowel patterns
-ed morpheme
What does the child
Know? Need?
March, First Grade
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.
What does the child
Know? Need?
Many long vowel markers
Sentence wrapping
Diphthong ou
Morpheme -ed
What does the child
Know? Need?
April, First Grade
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!!!!
What does the child
Know? Need?
Punctuation
Story structure
Open/closed syllables
Cle syllables
/k/ sound
Final l-blends
What does the child
Know? Need?
May, First Grade
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.
What does the child
Know? Need?
Longer, complex sentence structures
Preconsonantal nasal
Capitals v. lower case
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?
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
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
Stages in Beginning Reading
Ehri (1997)
• Pre-alphabetic Uses environmental and visual cues
• Partial alphabeticReads 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 alphabeticReads 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.
Stages in Beginning Spelling
Gentry (1982)
• PrecommunicativePictures 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.
Reading and Spelling Development
Incidental Visual Cues
Letter name knowledgePartial phoneme awareness
Grapheme-phoneme connectionsRecognition of chunks
Full phoneme awareness
Decoding easily sound by sound and by analogyPhoneme, morpheme, speech-print connections
Phoneme and morpheme awareness
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
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.
Stahl, Duffy-Hester, & Stahl, 1998
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.
Stahl, Duffy-Hester, & Stahl, 1998
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.
To what extent does the phonics instruction in your setting honor these principles? What strategies might you use to improve it?
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?
Approaches Sources
Analogy-based approaches
Irene Gaskins, Benchmark Word ID
DISTAR Engleman and Bruner; Reading Mastery
Orton-Gillingham Spaulding, Recipe for Reading, Slingerland
Word Study Words their Way; Word Journeys
Approaches Sources
Making Words Cunningham
Synthetic approaches Workbooks?
Analytic approaches Teachable moments?
Error analysis Reading Recovery
What does SBRR say about phonics instruction?
No matter what
the type or types,
it has to be systematic
and explicit
Goes in a preset, logical order.
The teacher and the childare clear about the
element under study.
NRP, 2000
National Reading Panel Report
General question:
What do we know about phonics instruction with sufficient confidence to recommend for classroom use?
NRP, 2000
Method
Meta-analysis Statistical method for combining the results from a collection of program evaluations to reach an overall conclusion about program effects
NRP, 2000
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
NRP, 2000
Coding Variables
Characteristics of training
Type of phonics
Type of control group
Training unit (tutoring, small-group, whole-class)
Length of training
Characteristics of participants
Grade
Reading ability
SES
NRP, 2000
Findings
Systematic phonics instruction had a significant effect on children’s 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.
NRP, 2000
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.
NRP, 2000
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.
NRP, 2000
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).
NRP, 2000
And here’s what they said they didn’t know . . .
1. How long should phonics instruction be? Years? Minutes?
2. How many letter-sound relationships should be taught?
3. How can we maintain consistency in instruction and interest and motivation of teachers?
4. What is the role of teacher knowledge?5. How should teachers be trained to teach
phonics?
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?
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 children’s learning
How do we measure phonics knowledge in K and 1?
1. Nonsense word reading (mep)2. Real word reading in isolation (map)3. Spelling tasks, both controlled and
natural4. 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?
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.
Christopher
Entering kindergarten (8/04)
• No preschool• Name 0 letters• 0 letter sounds
But a great teacher!
Christopher: Mid October
9 letter names
0 letter sounds
Rudimentary spellingfan
pet
rug
sit
mop
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
Christopher’s journal writing
Christopher’s writing-March 10
Christopher: Mid Aprilpaf for pathkap for camplapjrip for droptoppop for ripkot for cut ship for shopshin for chinvanwat for wet nast for nest
gad for gladhotdigrish for richtab for tubhot for hunttis for thisyessot for trotnot for stopfishkib for cribjob
Interpret Christopher’s spellings. What orthographic features does he know and use? What is he struggling with?
To what extent are the kindergarten and first grade teachers maximizing children’s use of phonics knowledge to engage in spelling and writing?
What are the benefits of such an approach for teachers and for children?
Universals of Language Study
DiscourseStructure
Pragmatics
Semantics Syntax
Morphology
Orthography
Phonology
Language
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
Phonemes
Graphemes
Morphemes
Words
Syllables
Onsets
Rimes
Consonants
Vowels
Single Consonants
Beginning Blends
Ending Blends
Digraphs
Silent letter combinations
Letters with no individual sound
Lax, or
short vowels
Tense, or
long vowels
Diphthongs
R-controlled
L-controlled
Sound? Spellings?
Mitt, Slam, Hymn, Comb
Tickle, Mitt, Sipped
Die, Loved, Handle
Nice, Knight, Gnat
Kite, Crib, Duck, Chorus,
Walk, Quiet
Girl, Pittsburgh
Sing, Bank, English
Fluff, Sphere, Tough, Calf
You, Onion, Use, Feud
Sound? Spellings?
Sit, Pass, Science, Psychic
Zoo, Jazz, Cheese, Xerox
Shoe, Sure, Mission, Charade, Conscience
Measure, Azure
Cheap, Etch, Future
Judge, Wage, Residual
Lamb, Call, Single
Long Vowel Graphemes
A
Ate
a, a_e, a, ai, ay, ei, eigh, ey
E
Eat
e, y, e_e, ee, ea, ei, ie, ey
I
Ice
i, y, i_e, ie, igh
O
Oat
o, o_e, oa, ow, oe, ough
U
Use
u, u_e, ue, ui, ough
Other Vowel Graphemes
Oi (Oil) oi, oy
Ou (Ouch) ou, ow
Air air, are
Er (earth) er, ir, ur
Or or, our
Syllable Types
closed cat, camp, ant
handy,
open he, be, open,
humid
C-le little, beagle
Syllable Types
Vowel Team
trainer, spoilage,
weigh, maintain
R-Controlled
spurn, chart, report,
VCe compete, inflate, despite, ice
Let’s look at the first hundred words that children use in their writing, and sort them into categories. Given what we’ve reviewed here about phonemes, graphemes, and syllables, which are regular and which are irregular?
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?
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?
Some strategies for building knowledge
1. Analyze the scope and sequence for teaching decoding and spelling in your core program and in your intervention program.
2. Locate and use the phonics and spelling assessments included in your core.
3. Use a developmental spelling assessment to learn more about your children.
Some teacher-friendly resourcesBear, 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 readerhttp://www.ciera.org/library/products/ecr/index.htmlPALS websitehttp://pals.virginia.edu/Instructional-Resources/
References from this talkEhri, 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.