This document discusses the phonological processing abilities necessary for reading and spelling in an alphabetic language like English. It identifies three key phonological processing abilities: phonological awareness, phonological memory, and rapid naming. Deficits in these abilities can cause reading disabilities. Phonological awareness involves recognizing and manipulating sounds and is the most instructionally responsive. Tests are recommended to assess students' phonics skills, blending ability, and underlying phonological processing to address weaknesses.
The document discusses different language skills including speaking, listening, reading, and writing. It provides information on micro-skills needed for each skill such as pronunciation and grammar for speaking. It also discusses strategies for developing listening skills like identification and main idea comprehension. Key elements of active listening are outlined as paying attention, providing feedback, deferring judgment, and responding appropriately. The importance of reading skills and micro-skills for reading are mentioned. Writing skills discussed include the English alphabet, alphabetical order, font styles, spelling rules, and punctuation.
The document discusses reading skills and difficulties. It covers three main components of reading: decoding, comprehension, and retention. Decoding involves translating printed words to sounds, comprehension is understanding the text, and retention is keeping or remembering the information read. Some common reading difficulties include dyslexia, vocabulary issues, memory problems, attention problems, and difficulties with decoding, comprehension, or retention.
This document discusses phonological awareness and its importance for reading success. Phonological awareness is the ability to recognize and manipulate sounds in spoken words, while phonemic awareness is a sub-skill focusing on the smallest units of sound. The document outlines a phonological awareness continuum from broader skills like rhyming to finer skills like manipulating individual phonemes. It emphasizes that phonemic awareness is the strongest predictor of reading success and discusses teaching phonological awareness explicitly through activities targeting different sound levels.
1) Many language learners view speaking ability as the most important skill and measure of knowing a language.
2) To develop students' communicative efficiency, instructors provide authentic speaking practice and feedback on mechanics, functions, and socio-cultural norms while balancing accuracy and fluency.
3) Instructors give students language input through various means and provide opportunities for structured and communicative output to help students produce grammatically correct language appropriate to contexts.
The document provides suggestions for teachers to help develop students' oral proficiency and ability to speak English fluently. It recommends maximizing opportunities for student speaking practice through collaborative work, authentic tasks, and reducing teacher speaking time. A variety of speaking activities are described, including discussions, role-plays, interviews, and picture narration. Teachers should create a low-anxiety environment, provide feedback, and involve speaking practice both in and out of class to help students improve their speaking skills.
Vocabulary teaching and learning strategies can be effective ways to help students build their word knowledge. Some key strategies discussed in the document include Nation's strategies of using context clues, word parts, and dictionaries. Code-mixing, where words from the first and second language are combined, was found to help students learn new second language words. Read-aloud strategies, where the teacher reads aloud and discusses meanings, allowed students to successfully gain new vocabulary. Story-telling was also shown to help children derive word meanings from context. Spelling instruction in addition to pronunciation was found to better help students remember words.
The document discusses reading and methods for teaching reading. It defines reading as a complex cognitive process of decoding symbols to derive meaning. It notes several purposes of reading, including language acquisition, communication, learning, and pleasure. It outlines objectives of teaching reading such as developing proper attitudes, fluency, comprehension, and pleasure in reading. The document also discusses various methods for teaching reading, including alphabetic, syllabic, word, phrase, sentence, and story methods. It distinguishes between oral reading, silent reading, intensive reading, extensive reading, and supplementary reading. It emphasizes the importance of teaching reading to fully educate children.
Word recognition refers to the ability to identify, read, and understand the meaning of words. It is a foundational reading skill that involves recognizing printed symbols and associating meaning with words. There are several strategies for developing word recognition skills, including using word families, phonics analysis, looking at word structure, and considering context clues. Mastering word recognition is important for struggling readers as it allows them to focus on comprehension rather than decoding individual words.
This document discusses various strategies for teaching vocabulary to primary English students, including flashcards, games, model sentences, origami, graphic organizers, and puzzles/pictures/posters. Flashcards are introduced as a popular method that can be used for different themes over time through various matching and memory games. Model sentences demonstrate proper usage of new words through simple examples. Graphic organizers like maps and charts provide visual learning methods. The document encourages reusing activities and tailoring them to students' ages.
The document discusses several factors that affect language learning, including learner characteristics, age, gender, aptitude, motivation, personality, cognitive/learning styles, hemisphere specialization, and learning strategies. It notes that understanding these learner characteristics allows teachers to help students develop positive traits and tailor their teaching approaches to better support different students. Age in particular plays a major role in decisions around how and what to teach, as children, adolescents, and adults learn differently and benefit from different teaching techniques due to variations in maturity levels.
This document discusses key components of a balanced reading program: phonological awareness and phonics skills, sight words and vocabulary development, reading fluency, and comprehension strategies. It emphasizes teaching reading as an interactive process involving prediction, inference making, and critical thinking. Explicit instruction in reading strategies is needed to help students actively integrate information from texts with their prior knowledge.
The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
Here is a draft postcard from a visitor in their hometown:
May 5, 2022
Dear Ahmed,
I'm back visiting my hometown of Jeddah. It's so nice to be back where I grew up. The corniche is as beautiful as ever with people walking and cycling along the sea. I stopped by the old souq and enjoyed browsing the spice and fabric shops. The smells transported me back to my childhood. I'm having kushari for lunch at one of our favorite places. I bought you back some baklawa and oranges from the local market. I wish you could visit your family with me. I'll be back in Cairo next week.
Missing you,
Y
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, student assessments, analysis of assessments, instructional strategies, standards addressed, use of technology, and overall reflection. The template is to be completed throughout a training course on phonemic awareness and submitted at the end for feedback. It guides the creation of comprehensive plans, including activities, assessments, and lessons to teach phonemic awareness and address students' specific needs.
This document discusses teaching reading to level 1 pupils using phonics. It begins by asking teachers to reflect on their current reading teaching approaches. It then outlines the two main reading teaching methods - phonics and whole language. The KSSR advocates for phonics. Various phonics terminology is defined, like phoneme, grapheme, blending, and segmenting. Example classroom activities for teaching blending and segmenting words are provided, like modeling blending, toy talk, and saying the sounds. Points to consider for effective phonics instruction are highlighted. Teachers are then asked to plan and demo a mini phonics lesson using words from a story.
This document provides an overview of teaching reading. It defines reading as receiving and interpreting information from print. Key aspects discussed include the importance of teaching reading for different purposes. It also outlines lower level reading processes and comprehensive teaching approaches, including before, during, and after reading activities. The benefits of extensive reading are explained, such as reading for pleasure. Balancing intensive, extensive, vocabulary, and skills development is emphasized for an effective reading program.
- Children acquire language through a creative process, not through direct instruction, and are born with an innate language faculty that enables them to learn grammar from linguistic input.
- Children progress through stages in language acquisition from babbling to one-word utterances to putting words together in sentences according to the grammatical rules of their language.
- Theories of language acquisition include the idea that children extract rules through analogy, imitation, and reinforcement from their environment or that they are guided by an innate universal grammar.
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
Integrated Language Skills, English Language SkillsUmarFarooq812
The document discusses English language skills, including listening, speaking, reading, and writing. It provides details on the definition and importance of each skill. For listening, it explains the encoding and decoding process and distinguishes between hearing and listening. Speaking has purposes like informing and types such as briefing. Reading includes skills like skimming and scanning. Writing involves skills such as paragraph writing and essays. The conclusion emphasizes the interdependence of the four language skills.
The document discusses teaching writing and the six-trait writing model. It introduces the six traits of writing - ideas, organization, voice, word choice, sentence fluency, and conventions. It provides guidelines for teaching writing, including using samples, agreeing on assessment criteria, and using interesting writing prompts. It also includes writing checklists and sample writing prompts.
This document discusses the importance of phonemic awareness, phonology, and fluency for reading instruction. It notes that children with spoken language delays are at risk for literacy problems, and early language factors can predict reading outcomes. Specific variables like sentence imitation, letter identification, and phonological awareness can identify 88% of children at risk of reading problems. The document also discusses phonological processing skills, phonological awareness, and the role of speech language pathologists in assessing and providing intervention in these areas to support reading.
This document discusses the importance of phonemic awareness in learning to read. It provides research evidence that phonemic awareness is the strongest predictor of reading success and the lack of phonemic awareness makes learning to read very difficult. Phonemic awareness involves being able to hear and manipulate the individual sounds in spoken words. The document emphasizes that phonemic awareness can be developed in children through activities that encourage exploring and manipulating sounds in language. Screening for phonemic awareness is important to identify any children who may need additional support. Providing systematic phonics instruction integrated with other reading instruction in phonemic awareness, fluency and comprehension can create an effective reading program.
The document discusses the stages of reading development from emergent literacy to advanced reading. It describes the key characteristics of each stage, including how children develop phonemic awareness, knowledge of the alphabetic system, decoding and encoding skills, fluency and comprehension. The corresponding stages of spelling development are also addressed at each reading stage. Suggested instructional approaches that support reading at each level are provided.
The document discusses vocabulary instruction and word calling. It defines word calling as efficiently decoding words without comprehending meaning. There are five types of word callers described with varying decoding, fluency and comprehension skills. The document also discusses the phonemic, morphemic, orthographic and structural systems readers must master for decoding. Aspects of phonemic awareness like letter-sound correspondence, segmentation and blending are explained. Phonological decoding strategies include auditory, visual and semantic representations of grapheme-phoneme relationships.
Five Basic Components of a Balanced Literacy Programcmvalente78
The document discusses strategies for developing phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides descriptions and examples of activities for each area. For phonemic awareness, it discusses techniques like using nursery rhymes, sound games, and Elkonin boxes. For phonics, it recommends teaching word families, sight words, and decoding skills. For fluency, it suggests repeated reading activities and using leveled texts. For vocabulary, it advises teaching word parts, using graphic organizers, and exposing students to advanced words. For comprehension, it notes the importance of fluency and background knowledge.
Phonemic awareness is the ability to hear, identify, and manipulate individual sounds, or phonemes, in spoken words. It is an important early reading skill that helps children understand the relationship between sounds and letters. Activities to develop phonemic awareness include recognizing words that start with the same sound, isolating initial or final sounds in words, blending sounds to say a word, and segmenting a word into its individual sounds. Several factors can affect a child's phonemic awareness, including difficulties with hearing, speech, language, dyslexia, autism, or working memory.
The document discusses the importance of phonemic awareness, phonics, and fluency for reading instruction. It describes the connection between these skills and word recognition, and notes that children with speech/language delays are at risk for literacy problems. Several studies are cited showing that early language factors can predict reading outcomes, and certain variables like phonological awareness can identify children at risk for reading difficulties. The role of the speech language pathologist in assessing phonological processing skills and providing phonemic awareness intervention is explored.
The document discusses teaching phonics and word recognition skills for decoding. It defines phonics as recognizing the relationship between letters and sounds. Phonics instruction teaches students to decode words by sounding out letters. The document discusses different types of phonics instruction like analytic, embedded, and synthetic phonics. It also defines phonics terms and the differences between phonics and phonemic awareness. The goal is to apply phonics knowledge to make reading materials to help students with reading difficulties.
Final presentation supporting phonemic awareness final draftMeaghan Geary
The document provides details on a final project for a course on teaching phonemic awareness in the classroom. It includes a template to develop plans for phonemic awareness assessment, activities, and instruction. The template requires at least one example of a student assessment and analysis. It also requires incorporating at least one technology tool from the course and details on other phonemic awareness activities. The document includes an example lesson plan and strategies for teaching phonemic awareness to a class with diverse abilities through multisensory activities.
1. Pronunciation teaching involves working on sounds, stress, rhythm and intonation. The goal should be intelligibility rather than perfection.
2. Teachers should make students aware of pronunciation issues without using phonetic symbols. Using minimal pairs and demonstration can help students perceive sounds not in their native language.
3. Pronunciation can be taught in short discrete lessons or integrated into other lessons. Opportunistic teaching when issues come up is also effective. The focus should be on features that impact comprehensibility.
MeaghanGearyCryan Supporting PA 4.23.13 DRAFT FOR FINALMeaghan Geary
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes directions to incorporate at least one technology tool explored in the course, include details on phonemic awareness activities, and assess student progress. The template has sections to outline phonemic awareness instruction already used, assessments, at-risk students, example activities, a student assessment and analysis, additional strategies, relevant common core standards, use of technology, and a concluding reflection.
The document discusses factors that can contribute to struggling readers, including social/cultural differences, cognitive characteristics, and differences in learning contexts. It describes how social factors like SES, language spoken at home, and parent expectations can impact literacy development. Cognitive issues including short-term memory, attention, language processing abilities, and vocabulary can also affect reading. The brain structures and processes involved in reading are reviewed, showing differences in brain activation between fluent and struggling readers. Effective instruction for struggling readers should explicitly teach skills, include connected reading practice, use mastery learning, and engage/motivate students. Early identification of issues is important to prevent long-term negative effects.
The document discusses phonemic awareness, which is the ability to hear and manipulate individual sounds (phonemes) in spoken words. It is not the same as phonics. Research shows phonemic awareness is a strong predictor of reading success and failure. The document recommends screening young children for phonemic awareness skills within the first two weeks of school to identify students who may struggle. It provides examples of simple auditory tests to check if children can hear individual sounds and identify sounds within words. The goal is to quickly identify children who may need extra support to develop phonemic awareness through explicit teaching programs.
This document discusses the importance of oral language and phonological awareness for developing reading skills. It identifies six key components of teaching reading: oral language, phonological awareness, phonics, fluency, vocabulary and comprehension. For phonological awareness, it explains the hierarchy of skills from rhythm and rhyme to phoneme manipulation. It also discusses principles for teaching phonics systematically using a synthetic approach with explicit instruction of letter-sounds and blending. Developing oral language skills from an early age helps provide the foundation for learning to read.
This case study examines the reading skills of a kindergarten ESL student named Rob over the course of 8 weeks. Various assessments were used to evaluate Rob's skills in areas like phonological awareness, phonics, vocabulary, fluency and comprehension. The study found that Rob has relatively strong phonological awareness but struggles with phonics, especially distinguishing long and short vowels. Two measurable objectives and lesson plans were created to focus instruction on phonics and vocabulary development. Long term goals were also set for improving rhyme production, fluency and comprehension.
The influence of phonetics and phonology knowledgeRusdi Noor Rosa
Listening is the first skill that has to be mastered by students who learn English. Without having listening, other skills including speaking, reading, and writing cannot be mastered. However, many students often have problems in understanding messages which are delivered orally. Giving them more listening tests seems not to be the best way to overcome the problem. The main problem faced by the students is they have poor pronunciation. Psychologically, understanding takes place when the pronunciation stored in their brain matches the pronunciation that comes from outside through their hearing cortex. One of the ways to overcome their problems is by providing them with good knowledge of phonetics and phonology. By having this knowledge, they are not only treated how to pronounce particular words correctly, but they will also be provided by knowledge that is applicable to pronunciation rules of other words. By using phonetics and phonology knowledge, the students’ pronunciation will not be based on imitation, but on self- discovery.
A new experience teaching phonemic awareness202645
This document provides an overview of a teacher's action research project on improving their instruction of phonemic awareness to young children. It describes the teacher's previous unsuccessful methods of teaching phonemic awareness through listening games and sound recording activities. Many children, including three focal students, showed a lack of interest and engagement in these activities. The teacher realized their own teaching needed to change to better develop the students' ability to perceive and manipulate sounds in words. The purpose of the study is to examine challenges for English language learners in developing phonemic awareness and to find more effective teaching strategies.
This document outlines a phonemic awareness and spelling workshop for Sacred Heart school. It discusses the need for the workshop based on NAPLAN results, teacher observations, and concerns from upper primary teachers. It provides background on the importance of oral language, phonics, and phonemic awareness for spelling. It then describes the Sound Waves program that will be used, focusing on individual sounds and letter options each week, and how students will be supported in small groups.
1. What is it?
What skills do students need to “crack “ it?
What phonological processing abilities are
necessary to gain the needed skills?
2. English Language is Alphabetic
Letters “make” sounds.
Sounds are blended to decode words (if the
words are decodable, and not irregular ).
Words are segmented into individual
sounds when encoding.
The term phonological derives from the
Greek word phone, which means “voice” or
“sound.”
3. Skills Needed to Read/Spell Words in an
Alphabetic Language
PHONICS
Letter(s)/Sounds Associations
Grapheme/Phoneme
PHONEMIC AWARENESS – the ability to access and
manipulate the individual sounds in words.
ACCESS – to be aware of (e.g.,“map” is “made up of” the
sounds /m/ /a/ /p/.)
MANIPULATE – (1) Segment and (2) Blend
To spell words you must be able to Segment them into
individual phonemes (sounds).
To read, .... Blend sounds to pronounce words.
4. Phonological Processing Abilities
English language is alphabetic – composed of sounds.
To navigate an alphabetic language, one has to process
the sounds of the language. (Phonological
Processing is NOT the same as Language Processing.)
PHONOLOGICAL PROCESSING
Refers to the use of phonological information,
especially the sound structure of one’s
language, in processing written language
(reading & writing) and oral language
(listening/speaking).
5. Reading Disabilities
The critical problem for the majority of cases of reading
disability is at the level of decoding individual words.
A deficit in some aspect of phonological processing ability
is viewed as a cause of the most common form of reading
disability.
Deficits in phonological awareness, phonological memory
and rapid naming are common in children with reading
disabilities.
These deficits appear to be the root of many of the
decoding difficulties faced by individuals with reading
difficulties.
6. 3 Kinds of Phonological Processing Abilities
Phonological Awareness – an individual’s awareness of
and access to the sound structure of his or her oral
language.
Phonological Memory – the coding of information
phonologically for temporary storage in working or
short-term memory.
When you attempt to remember a phone number, you store the
number temporarily in working memory.
You probably do so not by storing a visual representation of the
sequence of digits (although you may be able to do this if you try,
but rather by storing a phonological representation of the sounds of
the digit names.
7. Phonological Memory
Phonological Loop provides a brief, verbatim storage
of auditory information. It consists of two parts.
Phonological Store – tape recording loop that retains the
most recent 2 seconds worth of auditory information.
Articulatory Control Process – provides input to the
phonological loop initially and also can refresh
information already in the loop so it can be stored for
longer than 2 seconds.
8. A Deficient Phonological Memory
Does not appear to impair either reading or listening
to a noticeable extent, providing the words involved
are already in the individual’s vocabulary.
Phonological memory impairments can constrain the
ability to learn new written and spoken vocabulary.
The origin of the memory deficit is a specific deficit in
phonological coding of familiar verbal materials such
as digits and words.
Individuals are not impaired in short-term memory for
nonverbal material, long-term memory, or listening
comprehension.
9. Rapid Naming
Rapid naming of objects, colors, digits, or letters requires
efficient retrieval of phonological information from long-
term or permanent memory.
Individuals who show poor performance on rapid naming
tasks (AIMS – 1 min tests of Letter and Number Naming)
are expected to have difficulty reading fluently.
If a student’s score on Rapid Letter or Rapid Number
Fluency indicates he/she is “at risk”, administer an
alternate probe without timing.
If the student can identify letters and/or numbers slowly,
there is the possibility that he/she does not have difficulties
with letter or number identification . It could be that this
student has rapid naming difficulties.
10. Young readers retrieve:
Phonemes associated with letters or
letter pairs;
Pronunciations of common word
segments;
Pronunciations of whole words
11. AIMS Reading Measures
Phoneme Segmentation Fluency – if a student scores
poorly on this measure, chances are that he/she is not
accessing individual phonemes within words – (e.g., weak
phonemic awareness). If the total sounds per minute score
is low, look at the test itself to examine the information
qualitatively. (It is possible that the student is segmenting
words into onsets and rimes. That may be an indication
that he/she is 1.“unaware” of medial phonemes, OR it could
be that the student is 2. already a fairly good reader and is
just segmenting quickly. If the student is segmenting words
into onsets/rimes (rather than individual phonemes) double
check to see which of the above two are applicable.
12. Good News re P.A.
Of the three Phonological Processing Abilities –
Phonological Awareness is amenable to
instruction (in other words, it can be improved
with instruction).
It is the only one of the 3 Phonological
Processing Abilities that has been shown to be
affected by instruction. However, good
instruction can help students compensate for
weakness in the other 2 processing abilities -
Phonological Memory or Rapid Naming.
13. Nonsense Word Fluency
NWF measures both Phonics and the ability to Blend. If a
student scores poorly on this measure, explicit phonics
instruction is a good place to start – including
(1)letter/sound association and (2)direct instruction in
blending.
If a student’s score is “emerging”, but you are concerned by
his/her reading performance, then take a look at the test
itself. It may be that the student is naming individual
sounds quickly, but he/she may not be blending sounds
together to pronounce nonsense words.
If test looks like this k o c , rather than k o c, re-administer
using a different NWF probe - for second testing, change
protocol ---
14. Qualitative Analysis of NWF
If student “says” k o c, rather than k o c, explain to the
student that he/she can pronounce the individual
sounds, but the best way to read a word is to blend the
sounds together. You can model for the child (since
this is just for analysis – not to score). Then ask
him/her if he/she can read the nonsense word quickly.
For k o c student – direct blending instruction.
For a student who “says” sounds slowly or incorrectly –
he/she may need is more instruction in letter/sound
associations, along with instruction in blending.
15. Phonological Processing Abilities – Possible
Explanations for low scores on NWF
The student may not have had adequate phonemic
awareness and phonics instruction.
However, if he/she does not respond to instruction, it
may be that this student has (1) deficits in his/her
Phonological Awareness.
A second explanation may be that the student has
deficits in his/her ability to retrieve auditory
information from long-term memory – Rapid Naming.
This student has difficulty retrieving the letter sound.
16. Double Deficits
Individuals who have deficits in BOTH rapid naming
and phonological awareness appear to have a greater
difficulty learning to read than do individuals with
deficits in EITHER rapid naming or phonological
awareness alone.
17. Oral Reading Fluency
Tests of Early Literacy (PSF and NWF) are
administered in K (beginning in spring) and 1st grade.
The NWF is also administered during the first
trimester of 2nd grade. However, --
If a student in 2nd or 3rd grade scores very poorly on the
ORF, administer the NWF to get an idea of Phonics
skills and his/her ability to Blend.
If you are concerned about deficits in one or more of
the student’s phonological processing abilities, let me
know. I can administer the CTOPP (Comprehensive
Test of Phonological Processing.