Phonemic Awareness, Literacy, and Students who are DHH Rachel Friedman Narr, Ph.D. California State...
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Transcript of Phonemic Awareness, Literacy, and Students who are DHH Rachel Friedman Narr, Ph.D. California State...
![Page 1: Phonemic Awareness, Literacy, and Students who are DHH Rachel Friedman Narr, Ph.D. California State University, Northridge Deaf Education rachel.narr@csun.edu.](https://reader034.fdocuments.us/reader034/viewer/2022051613/55148498550346ea6e8b4b66/html5/thumbnails/1.jpg)
Phonemic Awareness, Literacy,
and Students who are DHH
Rachel Friedman Narr, Ph.D.California State University, Northridge
Deaf [email protected]
![Page 2: Phonemic Awareness, Literacy, and Students who are DHH Rachel Friedman Narr, Ph.D. California State University, Northridge Deaf Education rachel.narr@csun.edu.](https://reader034.fdocuments.us/reader034/viewer/2022051613/55148498550346ea6e8b4b66/html5/thumbnails/2.jpg)
Part II Application for developing phonological awareness with
Deaf/Hard of Hearing students:
~HOW TO~
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• Speechreading• Speech Production• Use of residual hearing; audition• Spelling; Fingerspelling; Orthography;
Morphography • Visual representation of English sounds
– Cued English – Visual phonics
GOAL: to build INTERNAL phonological representations
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Remember VOCABULARY!
You will need to CONSISTENTLY AND MEANINGFULLY teach vocabulary
WHILE you teach decoding strategies.
MANY DHH children lack the English lexicon to associate word meaning with
English print.
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Strategies for Decoding
• Syllabication • Rhyming• Phonic Analysis• Structural Analysis
– Visual configuration
• Context Cues– Semantic, syntactic, picture
• Dictionary• Assistance from others
The brain is a pattern seeker, you learn by analogy.
Chunking words helps working memory and decoding by breaking words into meaningful pieces
Consistent, systematic, and direct instruction is best for these skills
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Clap, Tap, Jump, the Number of...
• Words in sentences
• Syllables in words
• Phonemes in words
Word Structure
easy
complex
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cattruck base ball tel e phone
el e phantSyllables are auditory because rhythm is low
frequency information.Syllables are visual because vowels make you
open your mouth if you “mouth” the word.
Syllables are POWERFUL because they tell about the shape of a word.
Syllabication- breaking words into syllables
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Syllabication• When fingerspelling
Provide spelling information using natural breaks in words (SYLLABLES)
• This process– enhances WORKING MEMORY skills– aids retention of spelling words– capitalizes on “rhythm” of words
El e phant
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Onsets & Rimes and Rhyming
Chunking beyond the syllable, but before the phoneme
C A T T O P S L I D EThe ONSET is the initial consonant or
consonant blend.The RIME is the ending spelling pattern.Onsets are the most visual part of the
word- they are usually easy to lipread.
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rain ice snowmaingaintraingrainstainstrain
ricedicespicevicetwicesplice
bowmowslowglowcrowknowthrow
If you can spell rain, then you can spell train.
~Using Onsets & Rimes~Words You Know facilitate independence
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• Pick three or four familiar words that have a RIME (spelling pattern) which is utilized by many words.
• Place each word at the top of a chart column. Students also copy this chart.
• Discuss the spelling patterns in each word. Show students several one syllable words utilizing the patterns. Students place the words in the correct column and then read the word.
• Have students explain the reason for placing each word in a specific column.
• Discuss the spelling patterns in each word. TIE INTO CONTEXT
Procedure
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Phonic AnalysisTeach how sounds map to letters
Select a “special” sound to emphasize during the week. How many ways is that sound spelled? How many times can you find the word in print? Can you use those words in language (spoken or signed)?
phone cough
flag traffic
elephant stuff
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Link phonics instruction to structural analysis
Capitalize on spelling patterns, word shapes, morphemes, and
affixes.
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Examples of Structural Analysis Activities
• Have children read and write predictable books, stories, and poetry that highlight a specific phoneme or word pattern.
• Have children construct word family houses and ladders.
• Have children move letter patterns or letters to create new words
(ex: Making Words Activity).
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Word ShapesOrthographic Cues
elephant
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f i sh
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Letter combinations
• Use letter combos to teach PATTERNS• Think about their frequency of
occurrence in the books you are reading(phone, elephant, cold, told, hold)
• Some are auditorally and visually similar(sh, ch, oa, oo, ou, and r-controlled vowels ar, er, ir, or)
THE BRAIN IS A PATTERN SEEKER
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Teaching letter combinations
• use letter combinations that can be used to build words
Sample sequence for introducing letter combos.1. th 5. wh 9. ar 13. ai2. er 6. qu 10. ea 14. ch3. ing 7. ol 11. oo 15. or4. sh 8. oa 12. ee 16. ay
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Structural analysis skills
includes • learning about letter
combinations• VC-e patterns (make, bite, hole)• VC-e derivatives (named, hoping)
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Strategic Color Coding to show word parts
• Green: phonically regular words (ex: cat, swim)
• Yellow: irregular but frequent pattern ( ex: night)
• Red: irregular, need to memorize (ex: once)
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Making Words• making words with letter tiles• sorting words by patterns, word families• making words quickly• extension activities (writing stories,
word wall, etc)
Cunningham, P.M., & Hall, D.P. (1994). Making Words. Torrance, CA: Frank Schaffer Publications.
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Making Words Procedure
• Tell how many letters• Tell which letter/sound to change
– first, last, vowel
• Tell when to change the order of the letters/sounds
• Tell when to start from scratch
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Make-a-Word Bingo
ake at ail ar old
end
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For more information or further discussion on this presentation, please contact
Dr. Rachel Friedman [email protected]