Decoding Words

Phonemic Awareness & Phonics ATE / RFTEN 2006 Oglala Lakota College Phonemic Awareness What it is… Most Effective when… • Understanding that spoken words are made up of individual sounds (phonemes) • The skill of hearing and producing separate sounds in words • Presented early on • Explicit instruction is used to focus on one or two phonemic awareness skills • Small group instruction is utilized • Letters accompany phonemic awareness instruction • Connections are made to reading and writing • The ability to focus on and manipulate phonemes in spoken words Phonological Awareness Continuum Phoneme Blending, Segmenting, and Manipulation Onset-Rime Blending and Segmenting Syllable Blending and Segmentation Sentence Segmentation Rhyme / Alliteration Activity: Phonological Awareness The Alphabetic Principle Alphabetic Principle • The ability to associate sounds with letters and use these sounds to form words Composed of two parts: • Alphabetic Understanding • Letter Recognition • Letter-Sound Relationships • Is the key to learning to read in many languages, including English and Lakota • Phonological Recording (Decoding) • Regular word reading • Irregular word reading • Advanced word analysis (study) “Students who acquire and apply the alphabetic principle early in their reading careers reap long-term benefits.” (Stanovich, 1986) Letter-Sound Relationships What it is and Why… Effective Instruction… • Refers to the common sounds of letters and letter combinations in written words • Predicts later reading success • Explicit and systematic • Presents initial instruction of the common sounds associated with individual letters • Progresses to blending sounds together to read words Activity: First 11 Letter-Sound Correspondences i, t, p, n, s, a d, l, f, h, g Sequence for Introducing Letter-Sound Correspondences • i, t, p, n, s, a, l, d, f, h, g, o, k, c, m, r, b, e, y, j, u, w, v, x, z, qu • Introduce a few letters at a time • Separate similar shapes and sounds • Connect to reading and writing words Adapted from: Neuhaus Education Center (1992) Phonics Instruction Phonics Instruction • Teaches children the relationship between the individual sounds of spoken language and the letters of written language Progresses from letter-sounds relationships to using spelling patterns and understanding meaningful units in words Most Effective when… • • Children receive early and systematic instruction Teachers provide explicit directions for learning new lettersound relationships and phonic elements • • • • Teaches students to examine words and apply phonics elements and structural analysis to read and spell words Used in a variety of grouping patterns Children have opportunities to apply their new skills in reading and writing Guidelines for Teaching Decoding Select words that: Sequence instruction: • Consist of previously taught letter-sound correspondences • Progress from VC and CVC words to longer words • Are frequently used and represent familiar vocabulary • Blend individual sounds without stopping between them • Initially contain “stop” sounds in the final position • Following sounding out of a word with its “fast” pronunciation • Move from orally sounding out words to silently “sounding out” words Word Reading Strategies • Identifying and blending together all of the lettersound correspondences in words • Recognizing high frequency and irregular words • Using common spelling and syllable patterns • Using structural clues such as compound words, base words, affixes and inflections • Using knowledge of syntax (word order) and semantics (context) to support pronunciation and confirm word meaning Taught concurrently with new letter-sound correspondences. Spelling Patterns • Letter sequences of vowel and consonant letters that are learned and produced as a unit • Also known as phonograms or rimes • Words containing the same rime for word families (/all/: fall, ball, tall, call, mall) Syllable Patterns • Closed: ends in at least one consonant; the vowel is short • Open: ends in one vowel; the vowel is long • Vowel-Consonant-e: ends in one vowel, a consonant and a final e; the final e is silent and the vowel is long • R-Controlled: has an r after the vowel; the vowel makes an unexpected sound • Vowel Teams: has two adjacent vowels; each vowel combination must be learned individually • Final Stable Syllable: has a final consonant –le combination or a nonphonetic, but reliable unit such as -tion Handout: Teaching the Six Syllable Types “CLOVER” Structural Analysis • Compound words • Inflectional endings: -s, -es, -ing, -ed • Base words and common affixes • Prefixes: re-, un-, con-, in-, im-, ir-, il-, dis• Suffixes: -ness, -full, -ion Multisyllabic Word Identification Using Structural Analysis • H – highlight the prefix and/or suffix parts • I – identify the sounds in the base word • N – name the base word • T – tie the parts together • S – say the word (adapted from Archer, Gleason & Vaughn, 2000) Using Syllable Patterns • S - see the syllable patters • P – place a line between the syllables • L – look at each syllable • I – identify the syllable sounds • T – try to say the word (adapted from Durkin, 1993) Apply the HINTS Strategy to decode these words: unknowingly rainy brightest untimely distrustful rebounding mislead preheated deeper reclaim Apply the HINTS Strategy to decode these words: unknowingly rainy brightest untimely distrustful rebounding mislead preheated deeper reclaim Apply the SPLIT Strategy to decode these pseudowords: zimtle thipur exop erpetle roogir mikner pritho repote sebshir sarpyn Apply the SPLIT Strategy to decode these pseudowords: zim / tle C L mik / ner C R thi / pur O R ex / op C C er / pe / tle R O L roo / gir V R pri / tho O O re / pote O v-e seb / shir C R sar / pyn R C Multisyllabic chunking When skilled readers encounter multisyllabic, unfamiliar words, they divide or chunk them into manageable units • • • • Word families of phonograms: -ade, -ick, -ill Inflectional endings: -s, -es, -ing, -ed Prefixes and Suffixes: fore-, dis-, -ity, -ency Known words: • to read (woman) • to remember spelling (conscience) Syntax and Context • Used to: • Support word identification • Confirm word meaning • Questions students might ask themselves: • “Does that sound right here?” • “Does that make sense?” Supporting New Words • Provide multiple opportunities for practicing new words: • • • • • Word Walls Making and Sorting Words Word and Sentence Dictation Broad Reading Writing for a Purpose A Primary Goal of Reading Instruction • To prepare student to read stories and informational texts fluently so that they are able to understand what they read “You can’t read to learn until you first learn to read.” – Rod Paige, US Secretary of Education Implementing Word Study Instruction Tomorrow • Work as a group to consider how you might implement word study instruction using a selected story or text Handout: Instructional Planning Chart Assessing Alphabetic Principle • DIBELS Nonsense Word Fluency (NWF) • A standardized, individually administered test of the alphabetic principle - including letter-sound correspondence and of the ability to blend letters into words in which letters represent their most common sounds. • Given in Winter (optional) and Spring of Kindergarten, and Fall, Winter, and Spring of First Grade. • http://dibels.uoregon.edu/measures/nwf.php Assessing Alphabetic Principle Test of Word Reading Efficiency (TOWRE) • A nationally normed measure of word reading accuracy and fluency • Provides an efficient means of monitoring the growth of two kinds of word reading skills • the ability to accurately recognize familiar words as whole units or “sight words” • the ability to “sound out” words quickly • Ages: 6-0 to 24-11 • http://www.proedinc.com Assessing Phonics Skills • The Quick Phonics Screener (QPS) • An ongoing progress monitoring tool to monitor word study knowledge, identify needs and inform your instruction • For use in grades K-6 • Author Contact: http://www.jhasbrouck.com/index.html Materials and Resources • Word Study for Students with Learning Disabilities and English Language Learners http://www.texasreading.org/utcrla/materials/primary_word_study.asp • Examining Phonics and Word Recognition Instruction in Early Reading Programs http://www.texasreading.org/utcrla/materials/primary_phonics.asp • Word Analysis: Principles for Instruction and Progress Monitoring http://www.texasreading.org/utcrla/materials/primary_word_analysis.asp • Curriculum Maps: Sequencing Alphabetic Principle Skills http://reading.uoregon.edu/au/au_sequence.php • Guidelines for Examining Phonics & Word Recognition Programs http://www.tea.state.tx.us/reading/practices/practices.html Credits • Online Teacher Reading Academies, University of Texas, Vaughn Gross Center for Reading and Language Arts • Big Ideas in Beginning Reading, University of Oregon, Institute for the Development of Educational Achievement • Research-Based Methods of Reading Instruction, Vaughn & Linan-Thompson • Increasing Student Spelling Achievement: Not Just on Tests, But In Daily Writing Across the Curriculum, Rebecca Sitton