BUILDING EARLY LITERACY THROUGH PHONOLOGICAL … · onset-rime, rather than a stand along activity....
Transcript of BUILDING EARLY LITERACY THROUGH PHONOLOGICAL … · onset-rime, rather than a stand along activity....
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BUILDING EARLY LITERACY THROUGH PHONOLOGICAL
AWARENESSIHD Evidence for Success – Combined Disability Conference
July 9, 2018Part 1 10:45 – 12:00
Part 2 1:00 – 2:15
Chelie [email protected]
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Objectives
◦Understand the importance of Phonological Awareness to Literacy Development◦Be able to describe the Phonological Continuum◦Develop strategies for providing and embedding phonological awareness instruction into your daily curriculum
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Agenda
◦ Importance of Phonological Awareness (PA) for Young Children◦Understanding PA◦PA Development◦Core PA Instruction◦PA Intervention
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National Early Literacy Panel, 2008
What Works
An Introductory Teacller
GUide for Early Language
and En>ergent Literacy
ln$11\Jciion
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Predictive EC Language and Literacy Skills
◦Alphabet Knowledge◦Phonological Awareness◦Rapid Naming of Letters/Digits◦Rapid Naming of Objects/colors◦Writing
◦Phonological Short-term Memory◦Concepts about print◦Print knowledge◦Oral Language◦Visual Processing
NELP 2008
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Predictive EC Language and Literacy Skills
◦Alphabet Knowledge◦Phonological Awareness◦Rapid Naming of Letters/Digits◦Rapid Naming of Objects/colors◦Writing
◦Phonological Short-term Memory◦Concepts about print◦Print knowledge◦Oral Language◦Visual Processing
NELP 2008
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Predictive EC Language and Literacy Skills
◦Alphabet Knowledge◦Phonological Awareness◦Rapid Naming of Letters/Digits◦Rapid Naming of Objects/colors◦Writing
◦Phonological Short-term Memory◦Concepts about print◦Print knowledge◦Oral Language◦Visual Processing
NELP 2008
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Predictive EC Language and Literacy Skills
◦Alphabet Knowledge◦Phonological Awareness◦Rapid Naming of Letters/Digits◦Rapid Naming of Objects/colors◦Writing
◦Phonological Short-term Memory◦Concepts about print◦Print knowledge◦Oral Language◦Visual Processing
NELP 2008
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Preschool Early Literacy
Foundation for Meaning
◦Oral Language
Foundation for Code
◦Phonological Awareness◦Print Awareness◦Alphabet Knowledge
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Evidence-Based Instructional Practices for Young Children
◦Code-focused Instruction◦Oral Language Instruction◦Shared Reading
What Works
• ...
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How PA Supports Literacy
Young children’s understanding that words are made up of smaller sounds helps them “break the code” of written language and acquire the alphabetic principle.
Philips, Clancy-Menchetti & Lonigan, 2008
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Preschoolers who do not acquire fundamental phonological awareness skills are more likely to experience challenges learning to read.
Bentin & Leshman, 1993; Byrne & Fielding-Barnsley, 1991; Hatcher, Hulme, & Ellis, 1994; Smith, Scott, Roberts, & Locke, 2008, NELP, 2008.
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Preschool-age children can (and should) be taught
phonological awareness skills.
NELP, 2008; NRP, 2000
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What is Phonological Awareness?
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What is the Difference?
◦Phonics
◦Phoneme Awareness
◦Phonological Awareness
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The ability to detect and manipulate the sound structure of words
independent of their meaning. It is an increasingly sophisticated
capacity that is highly predictive of, and causally related to, children’s
later ability to read.
Philips, Clancy-Menchetti & Lonigan, 2008
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Phonological Awareness
◦Phonological Awareness◦Phoneme Awareness◦Phonics
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PA in Relation to Phonological Processing and Metalinguistic
Awareness
Phonological Processing Abilities Metalinguistic Awareness
Storing phonological information
Retrieving Phonological Information
Phonological Awareness• Syllable
awareness• On-set - Rime• Phoneme
Awareness
Sematic, syntactic, pragmatic, morphological awareness
Gillion, 2018
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Arrange the following PA Tasks by Difficulty
-•--. --.. --•-
-•-•-
• -·-·
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a) Tell the first sound in the word baby.
b) Clap the syllables in your name.c) Fill in the rhyming word from a
story line. d) Blend c-a-t to tell the word.e) Tell a word that rhymes with cat. f) Clap the syllables in your name.
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Component Skills of Phonological Awareness
◦Rhyming : matching and producing words endings
◦Alliteration: matching and producing words with the same beginning sound
◦Blending: combining syllables and sounds to make words
◦Segmenting: pulling words apart into syllables and wounds
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Why Do You Think?
Phonological awareness skills in kindergarten have been identified as one of the best predictors of reading achievement between kindergarten and second grade.
Snow et.al., 1998; NRP, 2000 Whitehurst & Lonigan, 2002, NELP, 2009
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Units of Sound
◦Syllables ◦Onsets◦Rimes◦Phonemes
Yopp & Yopp, 2011
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Syllables
◦Bathroom◦Demonstration◦Misunderstanding◦Water◦Friend◦Horse◦Motorcycle
Yopp & Yopp, 2011
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Onset
◦Run◦Cat◦Friend◦Chat
◦In◦Horse◦Phone
Yopp & Yopp, 2011
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Rime
◦Him◦Flat◦Red◦Car
◦Merry◦Zoo◦Would
Yopp & Yopp, 2011
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Phonemes◦ Dog◦Each◦Have◦More◦Hope◦Card
Yopp & Yopp, 2011
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Break the Words
◦Jump◦On◦Chimpanzee
Into…
◦Syllables
◦Onset(s) and Rime(s)
◦Phonemes
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Phonological Awareness Tasks
◦Matching◦Blending◦ Isolating/Identifying partial segments◦Segmenting◦Deletion◦Substitution
Yopp & Yopp, 2011
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Phonological Awareness Tasks
Task Syllable Onset-Rime
Phoneme
MatchingDo these start the same?
SandwichSandbag?
StartStand?
CitySunshine?
Yopp & Yopp, 2011
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Phonological Awareness Tasks
Task Syllable Onset-Rime
Phoneme
BlendingWhat word would we have if we put these parts together?
/pump/ -/kin/
/Pl/ –/ane/
/f/-/r/-/o/-/g/
Yopp & Yopp, 2011
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Phonological Awareness Tasks
Task Syllable Onset-Rime
Phoneme
IsolatingWhat do you hear at the beginning of
Under? Black? Bug?
Yopp & Yopp, 2011
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Phonological Awareness Tasks
Task Syllable Onset-Rime
Phoneme
Segmenting What are all the parts/sounds you hear in the word?
Table? Grin? Dog?
Yopp & Yopp, 2011
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Phonological Awareness Tasks
Task Syllable Onset-Rime
Phoneme
DeletionSay ----without the ____
Napkin without the /kin/
Grin without the /gr/
Meat without the /m/
Yopp & Yopp, 2011
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Phonological Awareness Tasks
Task Syllable Onset-Rime
Phoneme
Substitution What word would we have if we changed the
/ba/ in baby to /ma/?
/bl/ in black to /cr/?
/ch/ in chain to /r/?
Yopp & Yopp, 2011
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Phonological Awareness Skills in Developmental Order
Rhyming • Matching• Production
Alliteration • Matching• Categorization
Blending • Syllables• Onset-Rime Units• Phonemes
Segmenting • Syllables• Onset – Rime Units• Phonemes
Paulson, 2004
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Yopp & Yopp, 2009
“Although instruction should generally progress from larger to
smaller units of sound, phonological awareness development is not lockstep and children need not master one level before being
exposed to another level of phonological awareness.”
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Philips, Clancy-Menchetti & Lonigan, 2008
Figure 1 The Developmental Continuum of
Phonological Awareness
r Rhyme ! 1 Awareness i : . . . . . . ............. ......... ..... . . .. =
Word Awareness
Syllable Awareness
Onset-Rime Awareness
Phoneme Awareness
l Compound-Word ! 1 Awareness : = ....................................................... :
Development of Phonological Awareness
~ "ii< Cl)
C. E 0 0 ()
i :::s C, C :J
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Dimensions of Phonological Awareness
Sound Unit PA Tasks Task Complexity
• Words• Syllables
• Onset-Rime• Phonemes
• Matching• Blending• Isolating/• Segmenting• Deletion• Substitution
• Identity• Synthesis• Analysis
Philips, Clancy-Menchetti & Lonigan, 2008
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The Issue of Rhyme
Evidence shows that rhyming is not necessarily the most evidence-based of the pedagogical choices or the simplest phonological awareness skill to master.
Philips, Clancy-Menchetti & Lonigan, 2008
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The Issue of Rhyme Task Difficulty
◦cat – bat – pig “Which words rhyme?”
◦cat – bat – cup “Which words rhyme?”
Philips, Clancy-Menchetti & Lonigan, 2008
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The Issue of Rhyme Task Difficulty
◦cat – dog – mat “Which word does not rhyme?
◦Say a word that rhymes with boat?
Philips, Clancy-Menchetti & Lonigan, 2008
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Rhyming Words◦ In 20 seconds, list all the words you can think of that rhyme with the word cat◦ In 20 seconds list all the words you can think of that rhyme with the word chef
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The Issue of Rhyme
◦Rhyme is not an entry-level PA skill.◦Should be taught in the context of onset-rime, rather than a stand along activity. ◦Studies suggest that a focus on rhyming should include repeated exposure, explicit teaching of what it means to rhyme, and a high degree of scaffolding.
Philips, Clancy-Menchetti & Lonigan, 2008
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The Issue of Rhyme
◦Rhyming is best taught as only one of several levels of phonological awareness instruction.
Philips, Clancy-Menchetti & Lonigan, 2008
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List 10 Different Animals
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What is the Initial Sound?◦ Sun◦ Sugar◦ Shoe◦ Write◦ White◦ Ring◦ Fish◦ Phone
◦ Pole◦ Cup◦ Cent◦ Chair◦ Chris◦ Zipper◦ xylophone
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How Many Speech Sounds?1. String2. Joyless3. Dodge4. Mixed5. Heard
6. Crash7. Though8. Chew9. House10. Quiet
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How many sounds in your Animal Names?
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Phonological Awareness Development
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Progression
◦Larger units to smaller units◦Matching and synthesis to analysis◦Initial sounds to final and medial sounds◦Phonemes that are not in blends to those that are in blends
Yopp & Yopp, 2011
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Progression
◦Continuant sounds to noncontinuant sounds◦Recognition to production◦Use of pictures/objects to oral-only ◦use of chips/blocks (representing sounds) to use of letters.
Yopp & Yopp, 2011
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By 4 Months, Infants can..
◦Discriminate their mother’s voice from other females◦Distinguish utterances in their native language from other languages◦Recognize the same syllable in different utterances◦Detect intonation
Gillon, 2018
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0 to 3 Years
◦Wide Developmental Variation◦Accelerated Growth between 3 and 4
Gillon, 2018
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Rhyming Skill Development
2 to 3 years old
Children participate in saying words in nursery rhymes, finger plays, songs and books that are read to them.
3 to 5 years old
Match words that rhyme
4 to 5 years old
Produce words that rhyme
Paulson & Moats, 2010
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Alliteration Skill Development
3 to 5 years old
Recognize words with a common initial sound
5 to 7 years old
Produce words with a common initial sound
Paulson & Moats, 2010
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Blending Skill Development
3 to 4 years old
Combine a sequence of isolated syllables to produce words
4 to 5 years old
Combine a sequence of isolated sounds to produce words
Paulson & Moats, 2010
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Segmenting Skill Development
3 to 4 years old
Identify syllables in words
4 to 5 years old
Identify beginning sounds in words
5 to 6 years old
Identify sounds in one-syllable words
Paulson & Moats, 2010
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PA Skills in Developmental Order (Paulson, 2004)
Rhyming • Matching• Production
Alliteration • Matching • Categorization
Blending • Syllables • Onset-rime units• Phonemes
Segmenting • Syllables• Onset-rime units• phonemes
Paulson & Moats, 2010
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Standardized Assessment Tools
◦PELI – Preschool Early Literacy Indicator◦myIGDI Literacy+ – Individual Growth and Development Indicators◦PIPA – Preschool and Primary Inventory of Phonological Awareness◦CTOPP2 – Comprehensive Test of Phonological Process
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Informal Assessment Tasks for 3 – 4 years old
◦Completing the rhyming word in a nursery rhyme line◦Detecting the word from a series of 3 pictures that does not rhyme◦Matching words that rhyme
Gillon, 2018
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Informal Assessment Tasks for 3 – 4 year olds
◦Detecting the word from a series of 3 pictures that starts with a different sound◦Detecting the word that starts with the same sound as a target word◦Blending syllables to form words◦Deleting a syllable from a word
Gillon, 2018
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Fostering Phonological Awareness
Two Approaches ◦Spontaneous Opportunities◦Explicit Instruction
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When is Academic Instruction Not DAP?
When the curriculum narrowly defines a set of specific facts and skills that are taught apart from meaningful context and without attention to engaging children’s interest.
Copple, Bredekamp, & Chamer, 2013
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Fostering PA in Very Young Children
◦Meaningful Language Experience (Oral Language Development)◦Nursery Rhymes◦Highlight the rhythm and pattern of speech through songs and story patterns
Gillon, 2018
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Fostering PA in Very Young Children
◦Develop Print Awareness◦Bring attention to beginning sounds in words◦Picture naming activities modeling correct articulation◦Activities should be fun, not assessment drills.
Gillon, 2018
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Phoneme Awareness
◦Dig - Do
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Fostering Phonological Awareness
◦Make it fun◦Explicitly Teach PA◦Ensure Rich Exposure◦Pronounce Sounds with Care
Yopp & Yopp, 2011
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Listening Activities
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Listening Activities
◦Say What You Hear?◦Which One?◦Identify the Sequence◦Follow the Leader◦Who is speaking?
Yopp & Yopp, 2011
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Word Awareness
The ability to attend to and manipulate individual words in spoken sentences, phrases, or compounds.
Yopp & Yopp, 2011
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Word Awareness Activities
◦Hopping Game◦Guess My Word◦Don’t Say It ◦5 Little Monkeys
Yopp & Yopp, 2011
Identify--- Match--- Blend --- Segment---Delete---Substitute
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Word Awareness Activities
Yopp & Yopp, 2011
Identify--- Match--- Blend --- Segment---Delete---Substitute
-~--~7 How many words?
1 2 3 4 5 6 7
L _J
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Syllable Awareness
◦Hickity Pickity Bumble Bee -
Yopp & Yopp, 2011
Identify--- Match--- Blend --- Segment---Delete---Substitute
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Syllable Awareness
Yopp & Yopp, 2011
Identify--- Match--- Blend --- Segment---Delete---Substitute
BEARSIE BEAR AND THE SURPRISE SLEEPOVER PARTY
BERNARD WABER
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Syllable Awareness
Yopp & Yopp, 2011
Cut Apart
Identify--- Match--- Blend --- Segment---Delete---Substitute
~
. . \ \: __ · · ,., '
_J , -.ir . ' '
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Syllable Awareness
Yopp & Yopp, 2011
Identify--- Match--- Blend --- Segment---Delete---Substitute
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OnSet and Rime Activities
◦Rhymes in a Bag◦A Tisket, A Tasket◦I Spy◦Going on a Word Hunt
Identify--- Match--- Blend --- Segment---Delete---Substitute
Yopp & Yopp, 2011
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OnSet and Rime Activities
Trip! Trap!
Identify--- Match--- Blend --- Segment---Delete---Substitute
Yopp & Yopp, 2011
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Phoneme Activities
Sound BingoThe Farmer in the DellTurn It OverBreak ItSimon Says
Identify--- Match--- Blend --- Segment---Delete---Substitute
Yopp & Yopp, 2011
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Features Important for Phonological Awareness Instruction
◦Systematic and Explicit Instruction◦Opportunities for incidental and implicit instruction◦Clear and Consistent Articulation◦Use of Consistent Nonverbal Cues◦Teacher Understanding Levels of Difficulty
Philips, Clancy-Menchetti & Lonigan, 2008
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Levels of Scaffolding
◦High – use of exaggeration and emphasis on the target sound/segment◦Moderate – isolation and emphasis on the target sound by elongating the sound in the word◦Minimum– stress put on the first sound while giving the directions
Billow, 2017
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Three Principles of Effective PA Instruction
◦Conspicuous Design◦ Explicit◦ Systematic◦Modeling
◦Scaffolding◦Opportunities to Practice(Guided and Independent) accompanied by Feedback
Billow, 2017
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Fostering Phonological Awareness
◦Letter knowledge◦Oral Language
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PA Instruction Large and Small Group
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Opportunities for Incidental and Embedded Instruction
◦Incorporating Phonological Awareness Activities Across the Day◦ Transitions◦ Centers◦ Small Groups◦ Large Groups◦ Outside Play
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3 context for PA instruction
◦Play and Play-like Activities◦Stories and Noticing ◦Learning Centers
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Ideas for Incorporating PA into Centers
◦Small beads - kids match the number of beads to the sounds in a word ◦Sensory Table – Put objects representing two different beginning sounds related to your theme. Children find objects and sort by beginning sound. ◦Blocks – children create signs for their structures using invented spelling
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Ideas for Incorporating PA into Centers
◦Alphabet puzzles – conversation about the sound letters make or words that might begin with that sound◦Cutting – have students cut words into letters and then match a word to a picture
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Intervention
Time Intensity
Tier 2
Tier I
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Individualizing Instruction
● Teachers must identify both broad outcomes being addressed for all children and individual behaviors targeted for specific children.
Grisham-Brown, & Hemmeter, 2017
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Individualizing Instruction
Broad outcomes are often categorized by age/grade level and content.
Individually targeted behaviors are based on children unique needs and development/skill acquisition.
Grisham-Brown, & Hemmeter, 2017
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Who Benefits from PA Intervention?
◦Older children with dyslexia and younger children at risk for dyslexia◦Young children at risk from low SES background◦Children starting kindergarten with low PA skills
Gillion, 2018
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Who Benefits from PA Intervention?
◦Preschool and School-age children with spoken language impairment◦ Struggling readers◦Preschool children who are deaf or hard of hearing◦Preschool and school-age children who are native speakers of different languages. ◦Young children with significant developmental delays
Gillion, 2018
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Guiding Principles for Intervention
◦PA intervention should be integrated with letter-sound knowledge and should make explicit the links between speech and print
Cunningham, 1990; Hatcher, 1994; Ehri et al, 2001; Suggate, 2016
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Guiding Principles for Intervention
◦PA intervention should focus on the development of skills at the phoneme level for school-age children and there is some evidence to support this for preschoolers ()
Brady, et al.; Brennan & Ireson, 1997, Lundberg et al., 1988; Cary & Verhaeghe, 1994; Nancolis, Lawrie & Dodd, 2005; Ukrainetz, et al., 2011
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Guiding Principles for Intervention
◦PA Intervention may involve a skill mastery approach or an integrated or multiple skill approach ()
Ehri et al, 2001; Gillion, 2000; Schneider et al., 1997; O’Conner, Jenkins, Leicester & Slocum, 1993; Slocum, O’Conner & Jenkins, 1993; torgesen etal., 1992
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Guiding Principles for Intervention
◦An individual or small group approach may be necessary.
Brady et al., 1994; Torgesen et al., 1994; Byrne & Fielding-Barsley, 1995; Carson et al., 2013; Rvachew&Brosseau-Lapre, 2015
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Guiding Principles for Intervention
◦Ongoing Progress Monitoring is important.
◦PA intervention may be most effective combined with language intervention.
Gillion, 2007; Duff et al., 2012; Ayres, 1995; Gillion, 2018
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Supporting PA for Children who are DLL in their Native Language
◦Songs, books, games that play with sounds in their native language◦Enlist the support of parents.◦Select activities that are suitable for translation
Yopp &Yopp, 2011
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Supporting PA for Children who are DLL in English
◦Use English words familiar to children (e.g. their names, classroom items0◦Repeat activities frequently ◦Value children’s native language responses
Yopp &Yopp, 2011
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Supporting PA for Children who are DLL in English
◦Be explicit with directions and provide clear feedback◦Pronounce sounds clearly◦Provide support; visuals, examples◦Be positive and encouraging
Yopp &Yopp, 2011
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Involving Families
◦Read Aloud◦Draw Attention to sounds◦Sing Songs that play with sounds◦Poems◦Sound Guessing Games
Yopp & Yopp, 2011
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Adaptations and Modifications to Support Participation
● Environmental supports ● Materials adaptations● Simplifications of the activity● Use of child preference● Special equipment● Adult support● Peer support● Invisible support Sandall & Schwartz (2002)
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Prompts and Supports
● Verbal prompts● Gestures● Modeling● Tactile Prompts● Spatial Prompts● Physical Prompts● Visual/Pictorial Prompts
Grisham-Brown and Hemmeter ( 2017)
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Adapting Phonological Awareness Activities
◦How Does It Begin?1. Using picture card with several pictures that
start with B and some that do not.2. Name the pictures one at a time. Start by
saying each word slowly to emphasize the first sound.
3. “I am listening for words that begin with /b/. Does boots begin with /b/?
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Levels of Modification
◦Same activity ◦Same activity with different objectives◦Different activity with similar objectives◦Different activity with different objectives
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Adapting Curriculum
1. Think of a child who struggles with phonological awareness activities and write their name down.
2. Line up by that child’s first name3. Form group of 2-34. Talk about your students and select one
student to focus on. 5. Using the lesson given, adapt the lesson so
that the selected student could participate and be prepared to share out.
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Yopp, H. K., & Yopp, R. H. (2011). Purposeful play for early childhood phonological awareness. Huntington Beach, CA. : Shell Education.
• • • • • •
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Goldstein, H. (2017). Path to literacy. Maryland, Paul H. Brookes
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Language and Literacy for Young Learners Kit #1 &2
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Read It Again- Pre-K
http://ccec.ehe.osu.edu/practice/ccec-curricula/read-it-again-pre-k/materials/
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Resources
Adams, M. J., Foorman, B. R., Lundburg, I., & Beeler, T. (1998). Phonemic awareness in young children. Baltimore, Maryland: Brookes Publishing.
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Resources
Fitzpatrick, J. (1997), Phonemic awareness: playing with sounds to strengthen beginning reading skills. Cypress, CA: Creative Teaching Press
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Resources
Blachman, B.A., Ball, E. W., Black, R., & Tangel, D.M. (2000). Road to the code. Baltimore, Maryland; Brookes Publishing.
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Resources
Paulson, L.H., Noble, L. A., Jepson, S. & Van Den Pol, Rick, (2001). Building early literacy and language skills: a resource and activity guide for preschool and kindergarten.Longmont, CO: Sopris West
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References
◦ Bell, D.D. (2010). Exploring phonemic awareness in preschool English language learners. Dissertation Florida State University
◦ Billow, C. A. (2017). Preschool Teacher Knowledge and Skills: Phonemic Awareness and instruction. Dissertation University of Nevada, Las Vegas.
◦ Durst, E., & Joseph, L. M. (2016). Helping preschoolers develop phonemic awareness skills using sound boxes. Dialog, 19(3), 94 - 98.
◦ Copple, C., Bredekamp, S., Koralek, D., & Chamer, K. (Eds.). (2013). Developmentally appropriate practice: focus on preschoolers: NAEYC.
◦ .
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References◦ Gillon, G. T. (2018). Phonological awareness: from research
to practice (2nd ed.). New York, NY: The Guilford Press.◦ Grisham-Brown, J., & Hemmeter, M. L. (2017). Blended
Practices for Teaching Young Children in Inclusive Settings. Baltimore, Maryland: Paul H. Brookes Publishing Co.
◦ National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel.
◦ National Institute for Literacy. (2009). Early Beginnings: Early Literacy Knowledge and Instruction.
◦ Nuspi, J. J., Ukrainetx, T.A. (2006). Preschool Phonemic Awareness Instruction With and Without Prior Syllable Training. ASHA Annual Conference, November 2006, Miami, Fl.
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References◦ Paulson, L. H., & Moats, L. C. (2010). LETRS for early
childhood educators. Boston, MA: Cambium Learning Group.◦ Phillips, B. M., Clancy-Menchetti, J., & Lonigan, C. J.
(2008). Successful phonological awareness instruction with preschool children: Lessons from the classroom. Topics in Early Childhood Special Education, 28(1), 3-17.◦ Sandall & Schwartz (2002). Building Blocks for
Teaching Preschoolers with Special Needs. Baltimore: Paul H. Brookes. ◦ Yopp, H. K., & Yopp, R. H. (2011). Purposeful play for
early childhood phonological awareness. Huntington Beach, CA. : Shell Education.
◦ .