nzra workshop - jane carroll - 2009

8/14/2019 NZRA Workshop - Jane Carroll - 2009

1/13

Phonological awareness:Do we really know what we are

talking about?


2/13

Dimensions of E ff ective Practice

Knowledge of oral languagelearning

Knowledge of the learner

Partnerships

Expectations

Engaging learners with talkInstructional Strategies

LTT years 1 -3 p. 8

Model PAand sounds

Vocabulary

Onset& Rime


3/13

J. Carroll & G Carroll 2006


4/13

Awareness of the phonological structure of a word at thesyllable, onset-rime and phoneme level (Gillon 2004)

therefore ...

The ability to hear and manipulate sounds and groupsof sounds within words


5/13

Phonological Awareness Phonics

Auditory VisualOral Language Written Language

Phonemes GraphemesSpeech sounds graphic

representations

Graphemes PhonemesLetters sounds

Natural developmentalprocess

Learned Rules

Frees working memory Requires high working memory Cross

LinguisticNot all children

need to be taught All children need to be

taught Adapted from Phonological Awareness Booklet, North Shore Speech -Language Therapists.


6/13

Phonological Awareness ... is one of the keyconcepts of learning that underpins learning toread

(Dickson et al 2003, Gillon 2000 & 2002, Jerkins & Bowen 1994, Richey 2004).


7/13

Phonological Awareness

Is a strong predictor of literacy success

Impacts on decoding and comprehension

Instruction enhances spelling and reading

Relatively easy to address as part of the

classroom programme


8/13

Word Awareness

Syllable Awareness

Onset-rime Awareness

Phoneme Awareness

Development of Phonological Awareness

inguis tic

Development of Phonological Awareness

Lonigan, 2008

C om ple

xi

t y


9/13

Generating rhymes/auditory closure rhyming(familiar)

Identifying that there are words in sentences : segmenting.

Identifying syllables in words

Onset and Rime

Identifying that there are sounds in wordse.g. beginning, middle, end.

Blending

Segmenting

Generation of skills to decode & encodeunfamiliar

Hierarchy:


10/13

Onset and RimeOnset - precedes the vowel in a

syllable

Rime - rest of the syllable

cat c = onset at = rime

at = onset at = rime

at


11/13

35 dependable Rimes - pronunciation

doesnt change

Ack ail ain ake ale ame an ank apate aw ayeat ell estice ick ide ight ill in ine ing inkip it

ock oke op ore otuck ug ump unk

From A Blueprint for literacy Success Sandra Iverson


12/13

www.minedu.govt.nz/~/media/.../ MuchMoreThanWords FA5.pdf


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Easton, L. B. (2008). From professional development to professional learning. PHI DELTA KAPPAN, June 2008, 755- 761.

Carroll, J. (2006). Phonological Awareness: investigating the phonological awareness knowledge of New Zealand primary schools' educators. set NZCER (3), 44-48.

Developmental Milestone Information http://www.greatschools.net/parenting/social-skills/developmental-milestones-ages-3-through-5.gs?content=724

Developmental Milestone Information http://www.childdevelopmentinfo.com/development/language_development.shtml

Gillon, G. (2004). Phonological awareness: From awareness to practice.

Goswami, G. (2008). Reading, complexity and the brain. Literacy, 42(2), 67-74.

Hattie, J. (2003). Teachers make a difference: What is the research evidence, Australian Council for Educational Research Annual Conference on Building Teacher Quality: Retrieved 16/12/08www.acer.edu.au/documents/Hattie_TeachersMakeADifference.pdf .

Hattie, J. (2008) Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. New York, USA. Routledge. Retrieved on 08/01/09 from http://www.amazon.com/gp/reader/0415476186/ref=sib_dp_pt#reader-link

Johnston, P., & Costello, P. (2005). Principles for literacy assessment. Reading Research Quarterly, 40(2)(April/May/June), 256-267.

Justice, L. M. (2006). Clinical approaches to emergent literacy intervention. San Diego, CA 92123: Plural Publishing, Inc.

Language development and T.V exposure http://www.eurekalert.org/pub_releases/2009-06/char-lud060109.php

Ministry of Education, (2009) Dyslexia, a handbook for teachers. Wellington.

Ministry of Education, (2003). Effective literacy practice in years 1 to 4. Wellington: Learning Media.

Ministry of Education, (2009). Learning through Talk in years 1 to 3. Wellington: Learning Media.

Ministry of Education, (2009). Learning through Talk in years 4 to 8. Wellington: Learning Media.

Ministry Education. (2007). Literacy learning progressions, meeting the reading and writing demands of the curriculum (Draft ed.). Wellington: Learning Media.

Ministry of Education Much More than Words www.minedu.govt.nz/~/media/.../ MuchMoreThanWords FA5.pdf

Moats, L. C. (1995). Spelling; development, disability and instruction. Maryland: York Press, Inc.

Moats, L. C. (2000). Speech to print: Paul H. Brooks Publishing.

Moats, L. C. (2008) Using Spelling as a Diagnostic Tool. Paper presented at ASHA Celebrating the Winds of Change Conference,. Chicago, USA. PowerPoint Presentation retrieved 28/11/08 fromhttp://convention.asha.org/handouts.cfm

Moats, L.C. (2008) Language: A Missing Foundation in Teacher Education, and What SLPs Can Do About It. Paper presented at ASHA Celebrating the Winds of Change Conference, Chacago, USA.PowerPoint Presentation retrieved 28/11/08 from http://convention.asha.org/handouts.cfm

Spencer, E. J., Schuele, C. M., & Guillot, K. M. (2008). Phonemic awareness skill of speech-language pathologists and other educators. Language, Speech, and Hearing Services in Schools, 39(October), 512-520.

Stainthorp, R. (2004). W(h)ither phonological awareness? Literate trainee teachers lack of stable knowledge about the sound structure of words. Educational Psychology, 24(6).

Timperley, H. (2008). Teacher professional learning and development, International Academy of Education (Vol. Educational Practices Series, pp. 1-22).

nzra workshop - jane carroll - 2009

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