evidence based for speech and language response to...

Evidence based for

Speech and LanguageResponse to Intervention

and Literacy

Speech and Reading Made Easy!

How do Phonic Faces

make learning

Easy?

Traditional Alphabet …• letter is associated with a sound

the child is attempting to learn • picture is a word that begins

with that sound• child must already have multiple

phonemic awareness abilities- be able to segment words into

sounds (sound segmentation)- Isolate the first sound away

from the word (initial sound isolation)

• the sound must then be associated with the letter via learning with no logical cues (the letters do not look like apples or bears)Indirect relationship between letters

and associated sounds

Phonic Faces Alphabet …• letter is associated with a sound

your mouth produces• picture is what your mouth does

to make the sound• letter looks like the associated

sound (k = tongue up, oblique lines pop sound out of mouth; b = bottom lip bounces; p = top lip pops; j = jaw drops like puppet)

• Do not first need phonemic awareness; the alphabet teaches the skills visually- see the sequence of sounds

(sound segmentation)- see the isolated sounds within

the words (sound isolation)

Direct relationship between lettersand associated sounds

c Copyright Elementory.com

Consonant Faces are “Kids”


Short Vowels are “babies”


Long Vowels are “adults”


Letters

Words

Books


Question 1

Can young children learn letter-sounds this way?

20-24 month old toddlers

• read Phonic Faces basic picture books 3x weekly to eight 20-24 mo old toddlers; eight control subjects played with toys.

• Following 6 weeks, controls and Phonic Faces groups exchanged conditions for 6 weeks.

• Significant gains were found in 7 measures under Phonic Faces conditions

• particular gains in letter identification, letter discrimination, and sound production.

• Gains made by the 1st group were maintained 6 weeks later.

Terrell, Pamela A (2007). Alphabetic and Phonemic Awareness in Toddlers. Http://etd.lsu.edu/docs/available/etd-11072007-162300/


25-34 month old toddlers

• presented 8 printed and 8 MorphoPhonic Face words to toddlers on flash cards 3x weekly for 6 weeks.

• Significant gains were made in early literacy and phonological awareness.

• More sight words were learned under the MPhcondition, and recognition for these words began as early as the 3rd session (recognized in plain print).

• Most subjects also identified the letters at the beginning of the MPh words at posttest

• Many used letter-sound cues from PhF words to recall words previously exposed to in print condition.

McInnis, Alicia T. (2008). Phonemic Awareness and Sight Word Reading in Toddlers, Http://etd.lsu.edu/docs/available/etd-06062008-144403/


Parent Training

• 6 parent-child dyads, children 3-4 years old

• Read Phonic Faces and Wright Group books

• More print referencing by both children and parents for Phonic Faces books

• following one 5-minute training both adult and child behaviors

were significantly

higher for

Phonic Faces


Question 2

Do Phonic Faces work in the classroom?

Head Start

• 4 Head Start teachers received 4 training sessions for vocabulary, phoneme awareness, print, narrative

• 2 used Wright Group books, 2 Phonic Faces books

• Books read daily for 6 weeks; 5 repeated readings of each

• results showed significantly greater gains for teachers of PhF book reading interactions for vocabulary, plot-related discussion, phonemic awareness, and print referencing.

• Significantly greater gains for children in PhF groups in vocabulary, print concepts, and phonemic awareness.

Brazier-Carter, Patricia (2008). Language Learning through Storybook Reading in Head Start. Http://etd.lsu.edu/docs/available/etd-06032008-133935/


Kindergartenphonemic awareness

• 5 subjects in each of 3 groups: direct instruction, Phonic Faces books, control picture book reading

• Groups met 2x weekly for 45 min. over 6 weeks• Dibels testing at pre and posttest• Direct instruction focused on PA using pictures and auditory

tasks (segmenting, sound isolation, blending)• Both treatment groups made significantly greater gains than

controls• Phonic Faces gain scores were greater than direct instruction,

but did not reach significance (longer intervention needed)• PA skills can effectively be learned in storybook context where

other skills also are learned (vocabulary, narrative, concepts)Brinkley, S., Hoffman, P.R. & Norris, J. Phonological Awareness as Language: Instructional Options. ASHA convention, Philadelphia, PA, November 2004.


1st Grade Classroom

• teachers taught to use Phonic Faces in first grade classroom.

• results showed significantly greater gains for Phonic Faces classrooms compared to controls

• significance reached for nonsense word reading, oral reading fluency, and retelling fluency.

• more children had reached Benchmark levels and none were in Intensive by January for the Phonic Faces group

• controls had more subjects dropping their initial scores and falling into these categories.

See video clips by searching “Phonic Faces” at TeacherTube.com

http://www.youtube.com/watch?v=12EG7LIfLsE

Pre-K and Kindergarten

• Dr. Dinkins is currently conducting a study in Pre-K and K, the results of which she will share at next year’s convention

Sight Words

• taught sight words to low readers 1st – 4th grades

• half of unknown Dolch words taught with plain words and half with MorphoPhonic Faces.

• more MPh words were learned by all subjects

• Words taught as MPh were recognized in plain print in isolation and in connected text without any need for generalization training

Powell, R., Hartfield, L., Hoffman, Norris, MorphoPhonic Faces Intervention for Sight Words Reading of At-Risk Students. ASHA convention, Boston, MA, November, 2007.

out

out


Phonics• 23 students from 10-13 years of age

• Regular classrooms in 4th – 6th grades

• Poor decoding skills (average = 2.17 grade equivalency)

• Randomly assigned to Phonic Faces or control

• 24 lessons, 8 for each of 3 phonic patterns

• Controls given same lessons without Phonic Faces and given equal time to work independently

• Teachers implemented Phonic Faces instruction

• Phonic Faces group made significant gains on all measures at posttest


Grammar

• taught grammar skills in a meaningful language context

• at-risk (i.e., low ses from schools designated lowest achieving in the state) 3rd through 8th grade students

• used visual grammar pictures to enhance recall of grammatical terms.

• Significant differences were found for recognition and use of grammar and for reading comprehension.

Dinkins, Erica (2005). Examining Middle School Students Learning Language Arts Skills in Context. Http://etd.lsu.edu/docs/available/etd-01052006-114234/


Question 3

Do Phonic Faces work for special needs students?

Children with Autism

• compared MorphoPhonic Faces to pictures with words for facilitating communication in 2 nonverbal children with autism.

• The two pictures types were used to represent different words within PECS intervention for 6 weeks.

• The results showed changes in the PECS communication level following 6 weeks of intervention

• both children produced verbal responses within a few sessions.

• Greater gains and first verbal words were observed in the MorphoPhonic picture word condition.

ball

Bourque (Meaux), Ashley (2008). A Comparison of MorphoPhonic Faces and the Picture Exchange Communication System on the

Production of Verbal Communication in Preschoolers with Autism. http://etd.lsu.edu/docs/available/etd-04102008-185157/


http://www.getfitsource.com/Pilates-Sand-Balls/c13/p147/5-Pound-Pilates-Sand-Ball/product_info.html?osCsid=023485cc24985ea66fd108224399960c

AAC nonReaders• taught alphabetic skills to three children with

severe speech and physical impairments• compared traditional alphabet books versus

Phonic Faces Storybooks. • Both storybooks were converted into e-books and

accessed using a single rocking lever switch. • Book conditions were alternated across 6-week phases.• Results revealed significantly greater improvements on

letter/sound identification, sound to letter identification, identification of letter names, and identification of location of letters and sounds in all word positions for all three subjects during the Phonic Faces phases

• word recognition and reading gains significant at posttest.

Banajee, Meher H. (2007). Effect of Adapted PhF Story Books on Phonological Skills of Children with Severe Expressive Language Disorders. Http://etd.lsu.edu/docs/available/etd-06112007-175920/

• Children in grades 3 through 6th

• Participating in an after school program for students with language and learning disabilities

• Two groups; each learned half of grammar terms with visual words, half in plain print (groups assigned opposite words)

• significantly greater gains for knowing parts of speech for the visualized grammar

• Significantly greater gains for identifying grammar in sentences

Grammar

Newkirk, B., Norris, J.A., Hoffman, P.R. Comparison of Explicit Teaching Versus Embedded Language for LLD Children. ASHA convention, Boston, MA, November 16, 2007.


Question 4

Do Phonic Faces work for phonology and articulation?

Articulation/ Language

• nonverbal child who had be recommended for AAC.

• used MorphoPhonic Faces to initially prompt words

• Verbal responses were elicited during the first session

• steady increase in imitated and spontaneous productions across time

• MLU increased with 2-5 word utterances

• wide range of phonemes produced in all word positions within 20 sessions.

• Phonic Faces books were also used for specific sound exposure

Kaufman, E., Norris, J.A., and Hoffman, P.R. ASHA convention, Boston, MA, November 2007.

Articulation and Emergent Literacy

• 4 yr old children with multiple articulation errors

• Read Phonic Faces books for error phonemes

• Produced sounds in response to book cues, found and produced words with target sounds

• made significant gains in articulation (speech)

• gained emergent literacy skills for Phonic Faces condition

Doyle, A., Norris, J.A., and Hoffman, P.R. Effects of a Phonemic Alphabet on Preschool Articulation and Print Knowledge. ASHA convention, Atlanta, GA, Nov 22, 2002.

Preschool Articulation

• 8 preschoolers with moderate phonological disorders

• Randomly assigned to either Phonic Faces storybooks or Animated Literacy storybooks

• Phonic Faces resulted in faster acquisition of all target measures

• significantly greater gains in letter-sound relationships, letter naming and speech sound accuracy during daily probes and storybook readings.

Nettleton, S. & Hoffman, P.R. Comparison of Phonic Faces vs Animated Literacy Alphabets in Preschool Phonological Intervention. ASHA convention, Miami, FL, November 2006.


Spelling and Articulation

• 11 yr old produced /l/ and /th/at 0% in speech.

• Five spelling patterns were taught with Phonic Faces cards used to demonstrate how the phonemes/graphemes were manipulated

• The child then spelled and read the words. • Both sounds were learned and maintained in

speech. • The visual input provided the time and cues

needed to reflect on the sounds and their speech production.

Collins, G., Hoffman, P.R. & Norris, J. Phonological Effects Of Spelling Intervention In A School-Age Child. ASHA convention, Boston, MA, November 2007.


A Useful Tool• Phonic Faces are a useful tool that can be

used to teach a wide range of phonological and language skills

• They provide a visual iconic “bootstrap,” allowing children (and adults) to “see” sound and its properties

• They make learning more concrete and visual

Materials available at

evidence based for speech and language response to...

Documents