Sound – Print Sound – Print ConnectionConnection

Learning to read entails…Learning to read entails…

Normally developed language skillsNormally developed language skills Knowledge of phonological structuresKnowledge of phonological structures Knowledge of how written units Knowledge of how written units

connect with spoken units connect with spoken units (alphabetic principle)(alphabetic principle)

Phonological recoding and fluencyPhonological recoding and fluency Print exposure Print exposure Foorman, 2008Foorman, 2008

Phonological (phonemic) Phonological (phonemic) awarenessawareness

Children’s knowledge of the internal Children’s knowledge of the internal sound structures of spoken wordssound structures of spoken words

Correlational AND causal connection Correlational AND causal connection to reading successto reading success

Becomes reciprocal with readingBecomes reciprocal with reading Dialect differences fade with Dialect differences fade with

orthographic experienceorthographic experience Strongest predictor of reading Strongest predictor of reading

success, more than IQ success, more than IQ Foorman, 2008Foorman, 2008

Phonological recoding…Phonological recoding…

Recodings of spellings into Recodings of spellings into pronunciationspronunciations

Main mechanism for word-specific Main mechanism for word-specific learning (self-teaching model)learning (self-teaching model)

Allows words to move from a Allows words to move from a functional to autonomous lexicon; functional to autonomous lexicon; with practice, words become high with practice, words become high frequency, “sight”, automatic frequency, “sight”, automatic

Foorman, 2008Foorman, 2008

The Harm & Seidenberg The Harm & Seidenberg 1999 Model of Reading1999 Model of Reading

PhonologicalKnowledge

Begin by modeling pre-literate phonological knowledgethat children have

Can vary the strength andconsistency of this knowledge

… and simulate the different degreesof phonological ability childrenbring to bear on learning to read

Reading Uses this Reading Uses this Phonological KnowledgePhonological Knowledge

Foorman, 2008Foorman, 2008

PhonologicalKnowledge

Text

The model must mapprint onto this structuredphonological representationto read aloud

The nature of the phonologicalrepresentations influenceswhat is learned during reading

Core result: the phonologicallyimpaired model learns differently

Analysis of the ModelAnalysis of the Model

Spelling

PhonologyThe core impairment is in phonology

… But leads to poor representations between spelling and sound

So effective interventions must target the relationshipbetween spelling and sound Foorman 2008

Spoken Language

Phonological Awareness-Recognizing that sentencesare made up of words-Recognizing word-length-Units in compound words (e.g. cow/boy)-Rhyming-Alliteration (initial sound)-Onsets and rimes-Syllables: Blending Segmenting (counting) Isolating Deleting -Recognizing that words and syllables are made up of individual sounds

Phonemic AwarenessA cognitive skill consisting of three pieces:-the phoneme is an abstract linguistic unit and not a unit of writing-the explicit conscious awareness of that unit- the ability to explicitly manipulate such units

Specific Skills: Isolating phonemes Blending phonemes Segmenting phonemes Deleting phonemes Substituting phonemes

Alphabetic Principle

Alphabetic Principle

Bridge between sound and print Speech can be turned into print Print can be turned into speech Letters represent sounds in the

language

Reading ComprehensionGetting meaning from the printed word. Depends on: - understanding language - decoding, the ability to figure out a word’s individual sounds from the visual representation of letter sequences or letter groups that represent individualphonemes

Graphophonic cueing system: individual speech sounds are mapped E.g. b ough t b a t

Torgensen, 2004

Listening - Speaking - Reading - Writing

Spoken Language

Phonological AwarenessRecognizing that sentencesAre made up of wordsRecognizing word-lengthUnits in compound words(e.g. cow/boy)RhymingAlliteration (initial sound)Onsets and rimesSyllables: Blending Segmenting (counting) Isolating Deleting Recognizing that words and syllables are made up of individual sounds

Phonemic Awareness

A cognitive skill consisting of three pieces-the phoneme is an abstract linguistic unit and not a unit of writing-the explicit, conscious awareness of that unit-the ability to explicitly manipulate such units

Specific Skills:Isolating phonemesBlending phonemesSegmenting phonemesDeleting phonemesSubstituting phonemes

Reading ComprehensionDeriving meaning from the printed word. Dependent on: - understanding language - decoding, the ability to derive a word’s phono- logical representation from sequence of letters or letter groups representing individual phonemes-Grapho-phonic cueing system: individual speech sounds are - mapped E.g. b ough t b a t

Torgensen, 2004

Listening - Speaking - Reading - Writing

Sound-print Connection

Alphabetic Principle

Phonemic Awareness & Phonics (Post NRP)

Research indicates that when instruction in phonemic awareness is quickly paired with phonics instruction involving letters, it strengthens both the students’ phonological awareness skills as well as their knowledge of the alphabetic principle.

(Foorman et al., 2003)

Understanding the Understanding the Sound-Symbol SystemSound-Symbol System

Key understandingsKey understandings

Letters represent sounds. Letters represent sounds. A sound can be represented by one A sound can be represented by one

letter and sometimes by two or more letter and sometimes by two or more letters. letters.

There is variation in how we There is variation in how we represent sounds in words.represent sounds in words.

There is overlap in how we represent There is overlap in how we represent sounds in words.sounds in words.

Pair each group with one of the key understandings.

a) tail eight they say break

b) clown grow

c) tree

d) bat coat

Key understandings (concepts)

Letters represent sounds. /t/ /r/ /ee/ A sound can be represented by one letter and

sometimes by two or more letters. /b/ /a/ /t/ /c/ /oa/ /t/

There is variation in how we represent sounds in words.

came tail say break they eight There is overlap in how we represent sounds in

words. ow = grow clown

McGuinness, 1999

Vowel graphemes (variations/overlap)

‘o-e’

o_e note

oa boat

oe toe

o most

ow grow

ough though

ou soul

‘ow’

ow cow

ou out

ough drought

Consonant graphemes (variations/overlap)

‘k’

k kite

C cat

ck duck

ch Christmas

‘ch’

ch chip

tch match

Skills Skills needed to use a sound needed to use a sound symbol systemsymbol system

With your partner write a brief description for each

PA Skill

Blending Segmenting Manipulation

Skills needed to use a sound symbol system

Segmenting – the ability to separate sounds in words so when you hear the word ‘stop’ you can say the isolated sounds /s/ /t/ /o/ /p/

Blending – the ability to blend sounds into words, so when you hear the sounds /s/ /t/ /o/ /p/ you hear the word ‘stop’

Manipulate phonemes – the ability to manipulate sounds in and out of words, so that when you read ‘blow’ with the sound ‘ou’ as in cow, and you realize it’s not a word, you can drop the ‘ou’ sound and add the sound ‘oe’ and read ‘bloe’ McGuinnes, 1999

Assessment-Driven Early Assessment-Driven Early Instruction Instruction Foorman, Foorman,

20082008 Small-group lessonsSmall-group lessons

Systematic/explicit plan Systematic/explicit plan (PA Sequence) for at-risk (PA Sequence) for at-risk readersreaders

Skills not taught in Skills not taught in isolation; integrated with isolation; integrated with total reading & writing total reading & writing programprogram

Monitor progressMonitor progress

Instruction must be made more powerful for students at risk for reading difficulties.

More instructional time

More powerful instruction involves:

Smaller instructional groups

Clearer and more detailed explanationsMore systematic instructional sequences

More extensive opportunities for guided practiceMore opportunities for error correction and feedback

More precisely targeted at right level

resources

skill

Foorman & Torgesen (2001)

Support Phonemic Awareness Support Phonemic Awareness DevelopmentDevelopment

Offer a Offer a print-rich environmentprint-rich environment in which to in which to interactinteract

EngageEngage children children with printwith print as both as both readers readers and and writerswriters in language activities focusing on both form and in language activities focusing on both form and

content of oral and written languagecontent of oral and written language

Give Give explicit explanationsexplicit explanations to children to aid in to children to aid in the the discoverydiscovery of the alphabetic principle of the alphabetic principle

Provide opportunities to Provide opportunities to practicepractice reading reading and and writing writing for for real reasons in different waysreal reasons in different ways to to promote fluency and independencepromote fluency and independence

Learning outcomes……Learning outcomes……

UnderstandUnderstand the concepts and skills the concepts and skills Perform the skillsPerform the skills needed to use needed to use

the sound-symbol systemthe sound-symbol system Internalize informationInternalize information about the about the

sound-symbol systemsound-symbol system Know theKnow the point of referencepoint of reference is the is the

soundsound, not the letter., not the letter. McGuinness, 1999McGuinness, 1999

Remember…Remember…

““Improvement is a Improvement is a processprocess, not , not an event.” (Elmore, 2004, p.254)an event.” (Elmore, 2004, p.254)

““It matters little what else they It matters little what else they learn in elementary school if learn in elementary school if they do not learn to read at they do not learn to read at grade level.” (Fielding et al., grade level.” (Fielding et al., 2007, p.49) Kenwick School2007, p.49) Kenwick School