[PPT] - BU I L DI NG E ARL Y L I T E RACY T HROU GH PHONOL OGI PowerPoint Presentation

SLIDE 1

BU I L DI NG E ARL Y L I T E RACY T HROU GH PHONOL OGI CAL AWARE NE SS

IHD Evid e nc e fo r Suc c e ss – C o m b ine d Disa b ility C o nfe re nc e

July 9, 2018 Pa rt 1 10:45 – 12:00 Pa rt 2 1:00 – 2:15

C he lie Ne lso n c he lie 620@ g ma il.c o m

SLIDE 2

Obje c tive s

Unde rsta nd the impo rta nc e o f

Pho no lo g ic a l Awa re ne ss to L ite ra c y De ve lo pme nt

Be a b le to de sc rib e the Pho no lo g ic a l

Co ntinuum

De ve lo p stra te g ie s fo r pro viding a nd

e mb e dding pho no lo g ic a l a wa re ne ss instruc tio n into yo ur da ily c urric ulum

SLIDE 3

Ag e nda

I

mpo rta nc e o f Pho no lo g ic a l Awa re ne ss (PA) fo r Yo ung Childre n

Unde rsta nding PA
PA De ve lo pme nt
Co re PA I

nstruc tio n

PA I

nte rve ntio n

SLIDE 4

Na tiona l E a rly L ite ra c y Pa ne l, 2008

What

W

r

k s

A n Introductory T e a c l l e r GUide for Early Language and En>ergent Literacy

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;;

SLIDE 5

Pre dic tive E C L a ng ua g e a nd L ite ra c y Skills

Alpha b e t

K no wle dg e

Pho no lo g ic a l

Awa re ne ss

Ra pid Na ming o f

L e tte rs/ Dig its

Ra pid Na ming o f

Ob je c ts/ c o lo rs

Writing
Pho no lo g ic a l

Sho rt-te rm Me mo ry

Co nc e pts a b o ut

print

Print kno wle dg e
Ora l L

a ng ua g e

Visua l Pro c e ssing

NE L P 2008

SLIDE 6

Pre dic tive E C L a ng ua g e a nd L ite ra c y Skills

Alpha b e t

K no wle dg e

Pho no lo g ic a l

Awa re ne ss

Ra pid Na ming o f

L e tte rs/ Dig its

Ra pid Na ming o f

Ob je c ts/ c o lo rs

Writing
Pho no lo g ic a l

Sho rt-te rm Me mo ry

Co nc e pts a b o ut

print

Print kno wle dg e
Ora l L

a ng ua g e

Visua l Pro c e ssing

NE L P 2008

SLIDE 7

Pre dic tive E C L a ng ua g e a nd L ite ra c y Skills

Alpha b e t

K no wle dg e

Pho no lo g ic a l

Awa re ne ss

Ra pid Na ming o f

L e tte rs/ Dig its

Ra pid Na ming o f

Ob je c ts/ c o lo rs

Writing
Pho no lo g ic a l

Sho rt-te rm Me mo ry

Co nc e pts a b o ut

print

Print kno wle dg e
Ora l L

a ng ua g e

Visua l Pro c e ssing

NE L P 2008

SLIDE 8

Pre dic tive E C L a ng ua g e a nd L ite ra c y Skills

Alpha b e t

K no wle dg e

Pho no lo g ic a l

Awa re ne ss

Ra pid Na ming o f

L e tte rs/ Dig its

Ra pid Na ming o f

Ob je c ts/ c o lo rs

Writing
Pho no lo g ic a l

Sho rt-te rm Me mo ry

Co nc e pts a b o ut

print

Print kno wle dg e
Ora l L

a ng ua g e

Visua l Pro c e ssing

NE L P 2008

SLIDE 9

Pre sc hool E a rly L ite ra c y

F

unda tio n fo r Me a ning
Ora l L

a ng ua g e F

unda tio n fo r Co de
Pho no lo g ic a l

Awa re ne ss

Print Awa re ne ss
Alpha b e t

K no wle dg e

SLIDE 10

E vide nc e - Ba se d Instruc tiona l Pra c tic e s for Young Childre n

Co de -fo c use d

I nstruc tio n

Ora l

L a ng ua g e I nstruc tio n

Sha re d

Re a ding

What

Works

.

. .

SLIDE 11

How PA Supports L ite ra c y Yo ung c hildre n’ s unde rsta nding tha t wo rds a re ma de up o f sma lle r so unds he lps the m “b re a k the c o de ” o f writte n la ng ua g e a nd a c q uire the a lpha b e tic princ iple .

Philips, Cla nc y-Me nc he tti & L

nig a n, 2008

SLIDE 12

Pre sc ho o le rs who do no t a c q uire funda me nta l pho no lo g ic a l a wa re ne ss skills a re mo re like ly to e xpe rie nc e c ha lle ng e s le a rning to re a d.

Be ntin & L e shma n, 1993; Byrne & F ie lding -Ba rnsle y, 1991; Ha tc he r, Hulme , & E llis, 1994; Smith, Sc o tt, Ro b e rts, & L

c ke , 2008, NE

L P, 2008.

SLIDE 13

Pre sc ho o l-a g e c hildre n c a n (a nd sho uld) b e ta ug ht pho no lo g ic a l a wa re ne ss skills.

NE L P, 2008; NRP, 2000

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SLIDE 14

Wha t is Phonolog ic a l Awa re ne ss?

SLIDE 15

Wha t is the Diffe re nc e ?

Pho nic s
Pho ne me

Awa re ne ss

Pho no lo g ic a l

Awa re ne ss

SLIDE 16

T he a b ility to de te c t a nd ma nipula te the so und struc ture o f wo rds inde pe nde nt o f the ir me a ning . I t is a n inc re a sing ly so phistic a te d c a pa c ity tha t is hig hly pre dic tive o f, a nd c a usa lly re la te d to , c hildre n’ s la te r a b ility to re a d.

Philips, Cla nc y-Me nc he tti & L

nig a n, 2008

SLIDE 17

Phonolog ic a l Awa re ne ss

Pho no lo g ic a l

Awa re ne ss

Pho ne me

Awa re ne ss

Pho nic s

SLIDE 18

PA in Re lation to Phonologic al Pr

c e ssing and Me talinguistic

Awar e ne ss

Pho no lo g ic a l Pro c e ssing Ab ilitie s Me ta ling uistic Awa re ne ss Sto ring pho no lo g ic a l info rma tio n Re trie ving Pho no lo g ic a l I nfo rma tio n Pho no lo g ic a l Awa re ne ss

Sylla b le

a wa re ne ss

On-se t - Rime
Pho ne me

Awa re ne ss Se ma tic , synta c tic , pra g ma tic , mo rpho lo g ic a l a wa re ne ss Gillio n, 2018

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SLIDE 19

Arra ng e the following PA T a sks by Diffic ulty

.
-..
-·-·

SLIDE 20

a ) T e ll the first so und in the wo rd b a b y. b ) Cla p the sylla b le s in yo ur na me . c ) F ill in the rhyming wo rd fro m a sto ry line . d) Ble nd c -a -t to te ll the wo rd. e ) T e ll a wo rd tha t rhyme s with c a t. f) Cla p the sylla b le s in yo ur na me .

SLIDE 21

Compone nt Skills of Phonologic al Awar e ne ss

Rhyming : ma tc hing a nd pro duc ing wo rds

e nding s

Allite r

ation: ma tc hing a nd pro duc ing

wo rds with the sa me b e g inning so und

Ble nding: c o mb ining sylla b le s a nd so unds

to ma ke wo rds

Se gme nting: pulling wo rds a pa rt into

sylla b le s a nd wo unds

SLIDE 22

Why Do You T hink? Pho no lo g ic a l a wa re ne ss skills in kinde rg a rte n ha ve b e e n ide ntifie d a s o ne o f the b e st pre dic to rs o f re a ding a c hie ve me nt b e twe e n kinde rg a rte n a nd se c o nd g ra de .

Sno w e t.a l., 1998; NRP, 2000 White hurst & L

nig a n, 2002, NE

L P, 2009

SLIDE 23

Units of Sound

Sylla b le s
Onse ts
Rime s
Pho ne me s

Yo pp & Yo pp, 2011

SLIDE 24

Sylla ble s

Ba thro o m
De mo nstra tio n
Misunde rsta nding
Wa te r
F

rie nd

Ho rse
Mo to rc yc le

Yo pp & Yo pp, 2011

SLIDE 25

Onse t

Run
Ca t
F

rie nd

Cha t
I

n

Ho rse
Pho ne

Yo pp & Yo pp, 2011

SLIDE 26

Rime

Him
F

la t

Re d
Ca r
Me rry
Zo o
Wo uld

Yo pp & Yo pp, 2011

SLIDE 27

Phone me s

Do g
E

a c h

Ha ve
Mo re
Ho pe
Ca rd

Yo pp & Yo pp, 2011

SLIDE 28

Bre a k the Wo rds

Jump
On
Chimpa nze e

I nto …

Sylla b le s
Onse t(s)

a nd Rime (s)

Pho ne me s

SLIDE 29

Phonolog ic a l Awa re ne ss T a sks

Ma tc hing
Ble nding
I

so la ting / I de ntifying pa rtia l se g me nts

Se g me nting
De le tio n
Sub stitutio n

Yo pp & Yo pp, 2011

SLIDE 30

Phonolog ic a l Awa re ne ss T a sks

T a sk Sylla ble Onse t- Rime Phone me Ma tc hing

Do the se sta rt the sa me ? Sa ndwic h Sa ndb a g ? Sta rt Sta nd? City Sunshine ?

Yo pp & Yo pp, 2011

SLIDE 31

Phonolog ic a l Awa re ne ss T a sks

T a sk Sylla ble Onse t- Rime Phone me Ble nding

Wha t wo rd wo uld we ha ve if we put the se pa rts to g e the r? / pump/ - / kin/ / Pl/ – / a ne / / f/ -/ r/ -/ o / - / g /

Yo pp & Yo pp, 2011

SLIDE 32

Phonolog ic a l Awa re ne ss T a sks

T a sk Sylla ble Onse t- Rime Phone me Isola ting

Wha t do yo u he a r a t the b e g inning

f

Unde r? Bla c k? Bug ?

Yo pp & Yo pp, 2011

SLIDE 33

Phonolog ic a l Awa re ne ss T a sks

T a sk Sylla ble Onse t- Rime Phone me Se g me nting

Wha t a re a ll the pa rts/ so unds yo u he a r in the wo rd? T a b le ? Grin? Do g ?

Yo pp & Yo pp, 2011

SLIDE 34

Phonolog ic a l Awa re ne ss T a sks

T a sk Sylla ble Onse t- Rime Phone me De le tion

Sa y ---- witho ut the ____ Na pkin witho ut the / kin/ Grin witho ut the / g r/ Me a t witho ut the / m/

Yo pp & Yo pp, 2011

SLIDE 35

Phonolog ic a l Awa re ne ss T a sks

T a sk Sylla ble Onse t- Rime Phone me Substitution

Wha t wo rd wo uld we ha ve if we c ha ng e d the / b a / in b a b y to / ma / ? / b l/ in b la c k to / c r/ ? / c h/ in c ha in to / r/ ?

Yo pp & Yo pp, 2011

SLIDE 36

Phonolog ic a l Awa re ne ss Skills in De ve lopme nta l Orde r

Rhyming

Ma tc hing
Pro duc tio n

Allite ra tio n

Ma tc hing
Ca te g o riza tio n

Ble nding

Sylla b le s
Onse t-Rime Units
Pho ne me s

Se g me nting

Sylla b le s
Onse t – Rime Units
Pho ne me s

Pa ulso n, 2004

SLIDE 37

Yopp & Yopp, 2009

“Altho ug h instruc tio n sho uld g e ne rally pro g re ss fro m larg e r to smalle r units o f so und, pho no lo g ic al aware ne ss de ve lo pme nt is no t lo c kste p and c hildre n ne e d no t maste r o ne le ve l b e fo re b e ing e xpo se d to ano the r le ve l o f pho no lo g ic al aware ne ss.”

SLIDE 38

Philips, Cla nc y-Me nc he tti & L

nig a n, 2008

Figure 1 The Developmental Continuum of Phonological Awareness

r

Rhyme

!

1 Awareness i

: . .. . . . ........................... . ... =

Word Awareness Syllable Awareness

Onset-Rime Awareness

Phoneme Awareness

l Compound-Word !

1

Awareness :

= ....................................................... :

Development of Phonological Awareness

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Cl)

C. E

()

i

:::s C, C

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SLIDE 39

Dime nsions of Phonologic al Awar e ne ss

Sound Unit PA T asks T ask Comple xity

Wo rds
Sylla b le s
Onse t-Rime
Pho ne me s
Ma tc hing
Ble nding
I

so la ting /

Se g me nting
De le tio n
Sub stitutio n
I

de ntity

Synthe sis
Ana lysis

Philips, Cla nc y-Me nc he tti & L

nig a n, 2008

SLIDE 40

T he Issue of Rhyme E vide nc e sho ws tha t rhyming is no t ne c e ssa rily the mo st e vide nc e -b a se d o f the pe da g o g ic a l c ho ic e s o r the simple st pho no lo g ic a l a wa re ne ss skill to ma ste r.

Philips, Cla nc y-Me nc he tti & L

nig a n, 2008

SLIDE 41

T he Issue of Rhyme T a sk Diffic ulty

c a t – b a t – pig “Whic h wo rds

rhyme ? ”

c a t – b a t – c up “Whic h wo rds

rhyme ? ”

Philips, Cla nc y-Me nc he tti & L

nig a n, 2008

SLIDE 42

T he Issue of Rhyme T a sk Diffic ulty

c a t – do g – ma t “Whic h wo rd

do e s no t rhyme ?

Sa y a wo rd tha t rhyme s with

b o a t?

Philips, Cla nc y-Me nc he tti & L

nig a n, 2008

SLIDE 43

Rhyming Words

I

n 20 se c o nds, list a ll the wo rds yo u c a n think o f tha t rhyme with the wo rd c a t

I

n 20 se c o nds list a ll the wo rds yo u c a n think o f tha t rhyme with the wo rd c he f

SLIDE 44

T he Issue of Rhyme

Rhyme is no t a n e ntry-le ve l PA skill.
Sho uld b e ta ug ht in the c o nte xt o f
nse t-rime , ra the r tha n a sta nd a lo ng

a c tivity.

Studie s sug g e st tha t a fo c us o n

rhyming sho uld inc lude re pe a te d e xpo sure , e xplic it te a c hing o f wha t it me a ns to rhyme , a nd a hig h de g re e

f sc a ffo lding .

Philips, Cla nc y-Me nc he tti & L

nig a n, 2008

SLIDE 45

T he Issue of Rhyme

Rhyming is b e st ta ug ht a s o nly
ne o f se ve ra l le ve ls o f

pho no lo g ic a l a wa re ne ss instruc tio n.

Philips, Cla nc y-Me nc he tti & L

nig a n, 2008

SLIDE 46

L ist 10 Diffe re nt Anima ls

SLIDE 47

Wha t is the Initia l Sound?

Sun
Sug a r
Sho e
Write
White
Ring
F

ish

Pho ne
Po le
Cup
Ce nt
Cha ir
Chris
Zippe r
xylo pho ne

SLIDE 48

How Ma ny Spe e c h Sounds?

1. String 2. Jo yle ss 3. Do dg e 4. Mixe d 5. He a rd 6. Cra sh 7. T ho ug h 8. Che w 9. Ho use 10. Quie t

SLIDE 49

How ma ny sounds in your Anima l Na me s?

SLIDE 50

Phonolog ic a l Awa re ne ss De ve lopme nt

SLIDE 51

Prog re ssion

L

a rg e r units to sma lle r units

Ma tc hing a nd synthe sis to

a na lysis

I

nitia l so unds to fina l a nd me dia l so unds

Pho ne me s tha t a re no t in b le nds

to tho se tha t a re in b le nds

Yo pp & Yo pp, 2011

SLIDE 52

Prog re ssion

Co ntinua nt so unds to

no nc o ntinua nt so unds

Re c o g nitio n to pro duc tio n
Use o f pic ture s/ o b je c ts to o ra l-
nly
use o f c hips/ b lo c ks (re pre se nting

so unds) to use o f le tte rs.

Yo pp & Yo pp, 2011

SLIDE 53

By 4 Months, Infa nts c a n..

Disc rimina te the ir mo the r’ s vo ic e

fro m o the r fe ma le s

Disting uish utte ra nc e s in the ir na tive

la ng ua g e fro m o the r la ng ua g e s

Re c o g nize the sa me sylla b le in

diffe re nt utte ra nc e s

De te c t into na tio n

Gillo n, 2018

SLIDE 54

0 to 3 Ye a rs

Wide

De ve lo pme nta l Va ria tio n

Ac c e le ra te d

Gro wth b e twe e n 3 a nd 4

Gillo n, 2018

SLIDE 55

Rhyming Skill De ve lopme nt

2 to 3 ye a rs

ld

Childre n pa rtic ipa te in sa ying wo rds in nurse ry rhyme s, fing e r pla ys, so ng s a nd b o o ks tha t a re re a d to the m. 3 to 5 ye a rs

ld

Ma tc h wo rds tha t rhyme 4 to 5 ye a rs

ld

Pro duc e wo rds tha t rhyme

Pa ulso n & Mo a ts, 2010

SLIDE 56

Allite ra tion Skill De ve lopme nt

3 to 5 ye a rs

ld

Re c o g nize wo rds with a c o mmo n initia l so und 5 to 7 ye a rs

ld

Pro duc e wo rds with a c o mmo n initia l so und

Pa ulso n & Mo a ts, 2010

SLIDE 57

Ble nding Skill De ve lopme nt

3 to 4 ye a rs

ld

Co mb ine a se q ue nc e o f iso la te d sylla b le s to pro duc e wo rds 4 to 5 ye a rs

ld

Co mb ine a se q ue nc e o f iso la te d so unds to pro duc e wo rds

Pa ulso n & Mo a ts, 2010

SLIDE 58

Se g me nting Skill De ve lopme nt

3 to 4 ye a rs

ld

I de ntify sylla b le s in wo rds 4 to 5 ye a rs

ld

I de ntify b e g inning so unds in wo rds 5 to 6 ye a rs

ld

I de ntify so unds in o ne -sylla b le wo rds

Pa ulso n & Mo a ts, 2010

SLIDE 59

PA Skills in De ve lopme nta l Orde r (Paulson, 2004)

Rhyming

Ma tc hing
Pro duc tio n

Allite ra tio n

Ma tc hing
Ca te g o riza tio n

Ble nding

Sylla b le s
Onse t-rime units
Pho ne me s

Se g me nting

Sylla b le s
Onse t-rime units
pho ne me s

Pa ulso n & Mo a ts, 2010

SLIDE 60

Sta nda rdize d Asse ssme nt T

ols
PE

L I – Pre sc ho o l E a rly L ite ra c y I ndic a to r

myI

GDI L ite ra c y+ – I ndividua l Gro wth a nd De ve lo pme nt I ndic a to rs

PI

PA – Pre sc ho o l a nd Prima ry I nve nto ry o f Pho no lo g ic a l Awa re ne ss

CT

OPP2 – Co mpre he nsive T e st o f Pho no lo g ic a l Pro c e ss

SLIDE 61

Informa l Asse ssme nt T a sks for 3 – 4 ye a rs old

Co mple ting the rhyming wo rd in

a nurse ry rhyme line

De te c ting the wo rd fro m a se rie s
f 3 pic ture s tha t do e s no t

rhyme

Ma tc hing wo rds tha t rhyme

Gillo n, 2018

SLIDE 62

Informa l Asse ssme nt T a sks for 3 – 4 ye a r olds

De te c ting the wo rd fro m a se rie s o f

3 pic ture s tha t sta rts with a diffe re nt so und

De te c ting the wo rd tha t sta rts with

the sa me so und a s a ta rg e t wo rd

Ble nding sylla b le s to fo rm wo rds
De le ting a sylla b le fro m a wo rd

Gillo n, 2018

SLIDE 63

F

ste ring Phonolog ic a l

Awa re ne ss

T wo Appro a c he s

Spo nta ne o us

Oppo rtunitie s

E

xplic it I nstruc tio n

SLIDE 64

Whe n is Ac a de mic Instruc tion Not DAP? Whe n the c urric ulum na rro wly de fine s a se t o f spe c ific fa c ts a nd skills tha t a re ta ug ht a pa rt fro m me a ning ful c o nte xt a nd witho ut a tte ntio n to e ng a g ing c hildre n’ s inte re st.

Co pple , Bre de ka mp, & Cha me r, 2013

SLIDE 65

F

ste ring PA in Ve ry Young

Childre n

Me a ning ful L

a ng ua g e E xpe rie nc e (Ora l L a ng ua g e De ve lo pme nt)

Nurse ry Rhyme s
Hig hlig ht the rhythm a nd pa tte rn
f spe e c h thro ug h so ng s a nd

sto ry pa tte rns

Gillo n, 2018

SLIDE 66

F

ste ring PA in Ve ry Young

Childre n

De ve lo p Print Awa re ne ss
Bring a tte ntio n to b e g inning

so unds in wo rds

Pic ture na ming a c tivitie s

mo de ling c o rre c t a rtic ula tio n

Ac tivitie s sho uld b e fun, no t

a sse ssme nt drills.

Gillo n, 2018

SLIDE 67

Phone me Awa re ne ss

Dig - Do

SLIDE 68

F

ste ring Phonolog ic a l

Awa re ne ss

Ma ke it fun
E

xplic itly T e a c h PA

E

nsure Ric h E xpo sure

Pro no unc e So unds with Ca re

Yo pp & Yo pp, 2011

SLIDE 69

L iste ning Ac tivitie s

SLIDE 70

L iste ning Ac tivitie s

Sa y Wha t Yo u He a r?
Whic h One ?
I

de ntify the Se q ue nc e

F
llo w the L

e a de r

Who is spe a king ?

Yo pp & Yo pp, 2011

SLIDE 71

Word Awa re ne ss T he a b ility to a tte nd to a nd ma nipula te individua l wo rds in spo ke n se nte nc e s, phra se s, o r c o mpo unds.

Yo pp & Yo pp, 2011

SLIDE 72

Word Awa re ne ss Ac tivitie s

Ho pping Ga me
Gue ss My Wo rd
Do n’ t Sa y I

t

5 L

ittle Mo nke ys

Yo pp & Yo pp, 2011 I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute

SLIDE 73

Word Awa re ne ss Ac tivitie s

Yo pp & Yo pp, 2011 I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute

~--~7

How many words?

1 2 3 4 5 6 7

L

_J

SLIDE 74

Sylla ble Awa re ne ss

Hic kity Pic kity Bumb le Be e -

Yo pp & Yo pp, 2011 I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute

SLIDE 75

Sylla ble Awa re ne ss

Yo pp & Yo pp, 2011 I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute

BEARSIE BEAR

AND THE SURPRISE SLEEPOVER PARTY

BERNARD WABER

SLIDE 76

Sylla ble Awa re ne ss

Yo pp & Yo pp, 2011

Cut Apa rt

I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute

~ . . \

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SLIDE 77

Sylla ble Awa re ne ss

Yo pp & Yo pp, 2011 I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute

SLIDE 78

OnSe t a nd Rime Ac tivitie s

Rhyme s in a Ba g
A T

iske t, A T a ske t

I

Spy

Go ing o n a Wo rd Hunt

I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute Yo pp & Yo pp, 2011

SLIDE 79

OnSe t a nd Rime Ac tivitie s T rip! T ra p!

I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute Yo pp & Yo pp, 2011

SLIDE 80

Phone me Ac tivitie s So und Bing o T he F a rme r in the De ll T urn I t Ove r Bre a k I t Simo n Sa ys

I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute Yo pp & Yo pp, 2011

SLIDE 81

F e atur e s Impor tant for Phonologic al Awar e ne ss Instr uc tion

Syste ma tic a nd E

xplic it I nstruc tio n

Oppo rtunitie s fo r inc ide nta l a nd

implic it instruc tio n

Cle a r a nd Co nsiste nt Artic ula tio n
Use o f Co nsiste nt No nve rb a l Cue s
T

e a c he r Unde rsta nding L e ve ls o f Diffic ulty

Philips, Cla nc y-Me nc he tti & L

nig a n, 2008

SLIDE 82

L e ve ls of Sc a ffolding

Hig h – use o f e xa g g e ra tio n a nd

e mpha sis o n the ta rg e t so und/ se g me nt

Mo de ra te – iso la tio n a nd e mpha sis
n the ta rg e t so und b y e lo ng a ting

the so und in the wo rd

Minimum– stre ss put o n the first

so und while g iving the dire c tio ns

Billo w, 2017

SLIDE 83

T hre e Princ iple s of E ffe c tive PA Instruc tion

Co nspic uo us De sig n
E

xplic it

Syste ma tic
Mo de ling
Sc a ffo lding
Oppo rtunitie s to Pra c tic e (Guide d

a nd I nde pe nde nt) a c c o mpa nie d b y F e e db a c k

Billo w, 2017

SLIDE 84

F

ste ring Phonolog ic a l

Awa re ne ss

L

e tte r kno wle dg e

Ora l L

a ng ua g e

SLIDE 85

PA Instruc tion L a rg e a nd Sma ll Group

SLIDE 86

Oppor tunitie s for Inc ide ntal and E mbe dde d Instr uc tion

I

nc o rpo ra ting Pho no lo g ic a l Awa re ne ss Ac tivitie s Ac ro ss the Da y

T

ra nsitio ns

Ce nte rs
Sma ll Gro ups
L

a rg e Gro ups

Outside Pla y

SLIDE 87

SLIDE 88

3 c onte xt for PA instruc tion

Pla y a nd Pla y-like Ac tivitie s
Sto rie s a nd No tic ing
L

e a rning Ce nte rs

SLIDE 89

Ide a s for Inc orpora ting PA into Ce nte rs

Sma ll b e a ds - kids ma tc h the numb e r
f b e a ds to the so unds in a wo rd
Se nso ry T

a b le – Put o b je c ts re pre se nting two diffe re nt b e g inning so unds re la te d to yo ur the me . Childre n find o b je c ts a nd so rt b y b e g inning so und.

Blo c ks – c hildre n c re a te sig ns fo r the ir

struc ture s using inve nte d spe lling

SLIDE 90

Ide a s for Inc orpora ting PA into Ce nte rs

Alpha b e t puzzle s – c o nve rsa tio n

a b o ut the so und le tte rs ma ke o r wo rds tha t mig ht b e g in with tha t so und

Cutting – ha ve stude nts c ut

wo rds into le tte rs a nd the n ma tc h a wo rd to a pic ture

SLIDE 91

Inte rve ntion

Time Intensity

Tier 2

Tier I

SLIDE 92

Individualizing Instr uc tion

T

e a c he rs must ide ntify b o th b ro a d

utc o me s b e ing a ddre sse d fo r a ll

c hildre n a nd individua l b e ha vio rs ta rg e te d fo r spe c ific c hildre n.

Grisha m-Bro wn, & He mme te r, 2017

SLIDE 93

Individualizing Instr uc tion

Bro a d o utc o me s a re o fte n c a te g o rize d b y a g e / g ra de le ve l a nd c o nte nt. I ndividua lly ta rg e te d b e ha vio rs a re b a se d o n c hildre n uniq ue ne e ds a nd de ve lo pme nt/ skill a c q uisitio n.

Grisha m-Bro wn, & He mme te r, 2017

SLIDE 94

Who Be ne fits from PA Inte rve ntion?

Olde r c hildre n with dysle xia a nd

yo ung e r c hildre n a t risk fo r dysle xia

Yo ung c hildre n a t risk fro m lo w

SE S b a c kg ro und

Childre n sta rting kinde rg a rte n

with lo w PA skills

Gillio n, 2018

SLIDE 95

Who Be ne fits from PA Inte rve ntion?

Pre sc ho o l a nd Sc ho o l-a g e c hildre n with

spo ke n la ng ua g e impa irme nt

Strug g ling re a de rs
Pre sc ho o l c hildre n who a re de a f o r ha rd
f he a ring
Pre sc ho o l a nd sc ho o l-a g e c hildre n who

a re na tive spe a ke rs o f diffe re nt la ng ua g e s.

Yo ung c hildre n with sig nific a nt

de ve lo pme nta l de la ys

Gillio n, 2018

SLIDE 96

Guiding Princ iple s for Inte rve ntion

PA inte rve ntio n sho uld b e

inte g ra te d with le tte r-so und kno wle dg e a nd sho uld ma ke e xplic it the links b e twe e n spe e c h a nd print

Cunning ha m, 1990; Ha tc he r, 1994; E hri e t a l, 2001; Sug g a te , 2016

SLIDE 97

Guiding Princ iple s for Inte rve ntion

PA inte rve ntio n sho uld fo c us o n the

de ve lo pme nt o f skills a t the pho ne me le ve l fo r sc ho o l-a g e c hildre n a nd the re is so me e vide nc e to suppo rt this fo r pre sc ho o le rs ()

Bra dy, e t a l.; Bre nna n & I re so n, 1997, L undb e rg e t a l., 1988; Ca ry & Ve rha e g he , 1994; Na nc o lis, L a wrie & Do dd, 2005; Ukra ine tz, e t a l., 2011

SLIDE 98

Guiding Princ iple s for Inte rve ntion

PA I

nte rve ntio n ma y invo lve a skill ma ste ry a ppro a c h o r a n inte g ra te d o r multiple skill a ppro a c h ()

E hri e t a l, 2001; Gillio n, 2000; Sc hne ide r e t a l., 1997; O’ Co nne r, Je nkins, L e ic e ste r & Slo c um, 1993; Slo c um, O’ Co nne r & Je nkins, 1993; to rg e se n e ta l., 1992

SLIDE 99

Guiding Princ iple s for Inte rve ntion

An individua l o r sma ll g ro up

a ppro a c h ma y b e ne c e ssa ry.

Bra dy e t a l., 1994; T

rg e se n e t a l., 1994;

Byrne & F ie lding -Ba rsle y, 1995; Ca rso n e t a l., 2013; Rva c he w&Bro sse a u-L a pre , 2015

SLIDE 100

Guiding Princ iple s for Inte rve ntion

Ong o ing Pro g re ss Mo nito ring is

impo rta nt.

PA inte rve ntio n ma y b e mo st

e ffe c tive c o mb ine d with la ng ua g e inte rve ntio n.

Gillio n, 2007; Duff e t a l., 2012; Ayre s, 1995; Gillio n, 2018

SLIDE 101

Suppor ting PA for Childr e n who ar e DL L in the ir Native L anguage

So ng s, b o o ks, g a me s tha t pla y

with so unds in the ir na tive la ng ua g e

E

nlist the suppo rt o f pa re nts.

Se le c t a c tivitie s tha t a re suita b le

fo r tra nsla tio n

Yo pp &Yo pp, 2011

SLIDE 102

Supporting PA for Childre n who a re DL L in E ng lish

Use E

ng lish wo rds fa milia r to c hildre n (e .g . the ir na me s, c la ssro o m ite ms0

Re pe a t a c tivitie s fre q ue ntly
Va lue c hildre n’ s na tive

la ng ua g e re spo nse s

Yo pp &Yo pp, 2011

SLIDE 103

Supporting PA for Childre n who a re DL L in E ng lish

Be e xplic it with dire c tio ns a nd

pro vide c le a r fe e db a c k

Pro no unc e so unds c le a rly
Pro vide suppo rt; visua ls,

e xa mple s

Be po sitive a nd e nc o ura g ing

Yo pp &Yo pp, 2011

SLIDE 104

Involving F a milie s

Re a d Alo ud
Dra w Atte ntio n to so unds
Sing So ng s tha t pla y with so unds
Po e ms
So und Gue ssing Ga me s

Yo pp & Yo pp, 2011

SLIDE 105

Ada pta tions a nd Modific a tions to Support Pa rtic ipa tion

E

nviro nme nta l suppo rts

Ma te ria ls a da pta tio ns
Simplific a tio ns o f the a c tivity
Use o f c hild pre fe re nc e
Spe c ia l e q uipme nt
Adult suppo rt
Pe e r suppo rt
I

nvisib le suppo rt

Sa nda ll & Sc hwa rtz (2002)

SLIDE 106

Prompts a nd Supports

Ve rb a l pro mpts
Ge sture s
Mo de ling
T

a c tile Pro mpts

Spa tia l Pro mpts
Physic a l Pro mpts
Visua l/ Pic to ria l Pro mpts

Grisha m-Bro wn a nd He mme te r ( 2017)

SLIDE 107

Ada pting Phonolog ic a l Awa re ne ss Ac tivitie s

Ho w Do e s I

t Be g in?

1. Using pic ture c a rd with se ve ra l pic ture s tha t sta rt with B a nd so me tha t do no t. 2. Na me the pic ture s o ne a t a time . Sta rt b y sa ying e a c h wo rd slo wly to e mpha size the first so und. 3. “I a m liste ning fo r wo rds tha t b e g in with / b / . Do e s b o o ts b e g in with / b / ?

SLIDE 108

L e ve ls of Modific a tion

Sa me a c tivity
Sa me a c tivity with diffe re nt
b je c tive s
Diffe re nt a c tivity with simila r
b je c tive s
Diffe re nt a c tivity with diffe re nt
b je c tive s

SLIDE 109

Ada pting Curric ulum

1. T

hink o f a c hild who strug g le s with pho no lo g ic a l a wa re ne ss a c tivitie s a nd write the ir na me do wn.

2. L

ine up b y tha t c hild’ s first na me

3. F
rm g ro up o f 2-3
4. T

a lk a b o ut yo ur stude nts a nd se le c t o ne stude nt to fo c us o n.

5. Using the le sso n g ive n, a da pt the le sso n so

tha t the se le c te d stude nt c o uld pa rtic ipa te a nd b e pre pa re d to sha re o ut.

SLIDE 110

Yo pp, H. K ., & Yo pp, R. H. (2011). Purpo se ful play fo r e arly c hildho o d pho no lo g ic al aware ne ss. Hunting to n Be a c h, CA. : She ll E duc a tio n.

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SLIDE 111

Go ldste in,

H. (2017).

Pa th to lite ra c y. Ma ryla nd, Pa ul H. Bro o ke s

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SLIDE 112

L a ng ua g e a nd L ite ra c y fo r Yo ung L e a rne rs K it # 1 &2

https:/ / c o mmunity.ne u ha us.o rg / e sto re ? &nc c s m=21&__nc c spI D=1093 https:/ / c o mmunity.ne uha us.o rg / e sto re ? &n c c sm=21&__nc c spI D =903

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SLIDE 113

Re ad It Again- Pr e - K

http:/ / c c e c .e he .o su.e du/ pra c tic e / c c e c -c urric ula / re a d-it- a g a in-pre -k/ ma te ria ls/

SLIDE 114

Re so urc e s

Ada ms, M. J., F

o rma n, B. R.,

L undb urg , I ., & Be e le r, T . (1998). Pho ne mic aware ne ss in yo ung c hildre n. Ba ltimo re , Ma ryla nd: Bro o ke s Pub lishing .

SLIDE 115

Re so urc e s

F itzpa tric k, J. (1997), Pho ne mic aware ne ss: playing with so unds to stre ng the n b e g inning re ading skills. Cypre ss, CA: Cre a tive T e a c hing Pre ss

SLIDE 116

Re so urc e s

Bla c hma n, B.A., Ba ll, E . W., Bla c k, R., & T a ng e l, D.M. (2000). Ro ad to the c o de . Ba ltimo re , Ma ryla nd; Bro o ke s Pub lishing .

SLIDE 117

Re so urc e s

Pa ulso n, L .H., No b le , L . A., Je pso n, S. & Va n De n Po l, Ric k, (2001). Building e arly lite rac y and lang uag e skills: a re so urc e and ac tivity g uide fo r pre sc ho o l and kinde rg arte n. L

ng mo nt, CO: So pris

We st

SLIDE 118

Re fe re nc e s

Be ll, D.D. (2010). E

xplo ring pho ne mic a wa re ne ss in pre sc ho o l E ng lish la ng ua g e le a rne rs. Disse rta tio n F lo rida Sta te Unive rsity

Billo w, C. A. (2017). Pre sc ho o l T

e a c he r K no wle dg e a nd Skills: Pho ne mic Awa re ne ss a nd instruc tio n. Disse rta tio n Unive rsity o f Ne va da , L a s Ve g a s.

Durst, E

., & Jo se ph, L . M. (2016). He lping pre sc ho o le rs de ve lo p pho ne mic a wa re ne ss skills using so und b o xe s. Dialo g , 19(3), 94 - 98.

Co pple , C., Bre de ka mp, S., K
ra le k, D., & Cha me r, K

. (E ds.). (2013). De ve lo pme ntally appro priate prac tic e : fo c us

n pre sc ho o le rs: NAE

YC.

.

SLIDE 119

Re fe re nc e s

Gillo n, G. T

. (2018). Pho no lo g ic al aware ne ss: fro m re se arc h to prac tic e (2nd e d.). Ne w Yo rk, NY: T he Guilfo rd Pre ss.

Grisha m-Bro wn, J., & He mme te r, M. L

. (2017). Ble nde d Prac tic e s fo r T e ac hing Yo ung Childre n in I nc lusive Se tting s. Ba ltimo re , Ma ryla nd: Pa ul H. Bro o ke s Pub lishing Co .

Na tio na l E

a rly L ite ra c y Pa ne l. (2008). De ve lo ping e a rly lite ra c y: Re po rt o f the Na tio na l E a rly L ite ra c y Pa ne l.

Na tio na l I

nstitute fo r L ite ra c y. (2009). E a rly Be g inning s: E a rly L ite ra c y K no wle dg e a nd I nstruc tio n.

Nuspi, J. J., Ukra ine tx, T

.A. (2006). Pre sc ho o l Pho ne mic Awa re ne ss I nstruc tio n With a nd Witho ut Prio r Sylla b le T ra ining . ASHA Annua l Co nfe re nc e , No ve mb e r 2006, Mia mi, F l.

SLIDE 120

Re fe re nc e s

Pa ulso n, L

. H., & Mo a ts, L . C. (2010). L E T RS fo r e arly c hildho o d e duc ato rs. Bo sto n, MA: Ca mb ium L e a rning Gro up.

Phillips, B. M., Cla nc y-Me nc he tti, J., & L
nig a n, C. J.

(2008). Suc c e ssful pho no lo g ic a l a wa re ne ss instruc tio n with pre sc ho o l c hildre n: L e sso ns fro m the c la ssro o m. T

pic s in E

arly Childho o d Spe c ial E duc atio n, 28(1), 3-17.

Sa nda ll & Sc hwa rtz (2002). Building Blo c ks fo r

T e a c hing Pre sc ho o le rs with Spe c ia l Ne e ds. Ba ltimo re : Pa ul H. Bro o ke s.

Yo pp, H. K

., & Yo pp, R. H. (2011). Purpo se ful play fo r e arly c hildho o d pho no lo g ic al aware ne ss. Hunting to n Be a c h, CA. : She ll E duc a tio n.

.