3 – Day Workshop on
Developing Reading Ability through
Phonics for Master Trainers (PRTs & HDMs)
Bhubaneswar, Guwahati, Kolkata, Ranchi & Silchar Regions
3rd to 5th February 2021 Eugin D Leen, Training Associate (English) ZIET Mumbai
• National Reading Panel and other research
National Reading Panel
Eugin D Leen, Training Associate (English) ZIET Mumbai
has clearly documented the importance of incorporating phonemic awareness, phonics, and fluency in reading instruction.
• There is clearly a connection between these skills and accurate and fluent word recognition.
• “It is well established that
Who’s at risk
children with a history of spoken language delays and difficulties are at risk for subsequent literacy problems, understanding the nature of this risk still presents an important challenge both to reading specialists and speechlanguage professionals.” (Snowling, 2004)
Eugin D Leen, Training Associate (English) ZIET Mumbai
• Recent studies have shown it is possible
Language & Literacy
to make good predictions of reading outcomes based largely on early language factors. (Catts, Fey, Zhang, & Tomblin 2001)
Eugin D Leen, Training Associate (English) ZIET Mumbai
Catts et al (2001) • 5 variables that could provide an 88% probability of children having reading problems: • Sentence Imitation • Letter Identification • Phonological Awareness • Rapid Naming • Mother’s Education Eugin D Leen, Training Associate (English) ZIET Mumbai
What is Phonological Awareness? The ability to hear and manipulate the sound structure of language. This is an encompassing term that involves working with the sounds of language at the word, syllable,
and phoneme (sound) level. Eugin D Leen, Training Associate (English) ZIET Mumbai
Eugin D Leen, Training Associate (English) ZIET Mumbai
Phonological Awareness
Words in sentence
A
bug
Phonics
Onset & Rime
Syllables
hid
in
the
Phonemic
Rhyme &
Awareness
Alliteration
big
Isolation Identity Categorizati on
rug.
Blending
Segmenting
Addition Deletion Substitution
Eugin D Leen, Training Associate (English) ZIET Mumbai
Phonics
Eugin D Leen, Training Associate (English) ZIET Mumbai
Eugin D Leen, Training Associate (English) ZIET Mumbai
Eugin D Leen, Training Associate (English) ZIET Mumbai
Eugin D Leen, Training Associate (English) ZIET Mumbai
Eugin D Leen, Training Associate (English) ZIET Mumbai
Definitions • Phoneme: A phoneme is a speech sound. It is the smallest unit of language and has no inherent meaning.
• Phonological awareness: The ability to hear and manipulate the
sound structure of language. This is an encompassing term that involves working with the sounds of language at the word, syllable, and phoneme level.
• Phonemic awareness: The ability to hear and manipulate the sounds
in spoken words, and the understanding that spoken words and syllables are made up of sequences of speech sounds (Yopp, 1992, cited in Yopp, 1995). Phonemic awareness involves hearing language at the phoneme level.
• Phonics: The process of using the code (sound-symbol relationships) to recognize words.
Eugin D Leen, Training Associate (English) ZIET Mumbai
Sentence Segmentation •I’ll clap the parts in this sentence: The (clap) boy(clap) went(clap) home(clap).
•I’ll tap the parts in this sentence: She (tap) likes(tap) fat(tap) brown(tap) dogs(tap).
•I’ll move a marker for each word. Say a 3-5 word sentence and move a marker as you say each word.
Eugin D Leen, Training Associate (English) ZIET Mumbai
Syllable Segmentation • I’ll clap the parts in “football”: Foot (clap) ball (clap)
• I’ll tap the parts in these words: ba(tap) by(tap) snow(tap) di-no-saur (tap after each syllable)
• I’ll hold up 1 finger for each part in these words: big (hold up 1 finger) ba-na-na (hold up 1 finger as you say each syllable)
Eugin D Leen, Training Associate (English) ZIET Mumbai
Onset & Rime Phonograms are the common elements in word families (e.g., the letter sequence "and" in sand, hand, band, and
land). The initial consonant that changes the meaning of the word is called an onset and the following vowel/consonant combination that remains constant is called a rime. Eugin D Leen, Training Associate (English) ZIET Mumbai
Alliteration
• “Which word has a different first sound: bat, hat, ball, boy?”
Eugin D Leen, Training Associate (English) ZIET Mumbai
Phonemic awareness • Phoneme matching: “Which word begins with the same sound as bat: hat, fish, bed?”
• Phoneme isolation: “What is the first sound in the word pig?” • Phoneme blending: “What word do these sounds make: /k/ /a/ /t/?” • Phoneme deletion: “Say stick, now say it again but don’t say /s/.” • Phoneme segmentation: “Tell me the sounds in the word bus.”
Eugin D Leen, Training Associate (English) ZIET Mumbai
Rhyme • Spoken rhyme recognition: “Do these words rhyme: cat-bat?”
• Rhyme oddity task: “Which word does not belong: cat, hat, fish?”
• Spoken rhyme production: “Tell me a word that rhymes or sounds like fish.”
Eugin D Leen, Training Associate (English) ZIET Mumbai
Phoneme Isolation Children recognize individual sounds in a word
What is the first sound in van? The first sound in van is /v/
Eugin D Leen, Training Associate (English) ZIET Mumbai
Phoneme Identity Children recognize the same sounds in different words
What sound is the same in fix, fall and fun?
The first sound /f/ is the same.
Eugin D Leen, Training Associate (English) ZIET Mumbai
Phoneme Categorization Children recognize the word in a set of three or four words that has the ‘odd’ sound
Which word doesn’t belong? bus, bun, rug.
Rug does not belong. It doesn’t begin with /b/
Eugin D Leen, Training Associate (English) ZIET Mumbai
Phoneme Blending Children listen to a sequence of separately spoken phonemes, and then combine
the phonemes to form a word. Then they write and read the word.
What word is /b/ /i/ /g/ ?
/b/ /i/ /g/ is big. Now let's write the sounds in big: /b/, write b; /i/, write i; /g/, write g. (Writes big on the board.) Now we're going to read the word big. Eugin D Leen, Training Associate (English) ZIET Mumbai
Phoneme Segmentation Children break a word into its separate sounds, saying each sound as they tap out or count it. Then they write and read the word.
How many sounds are in grab? /g/ /r/ /a/ /b/. Four sounds. Now let's write the sounds in grab: /g/, write ; /r/, write r; /a/, write a; /b/, write b. (Writes grab on the board.) Now we're going to read the word grab.
Eugin D Leen, Training Associate (English) ZIET Mumbai
Phoneme Deletion Children recognize the word that remains when a phoneme is removed from another word.
What is smile without the /s/? Smile without the /s/ is mile.
Eugin D Leen, Training Associate (English) ZIET Mumbai
Phoneme Addition Children make a new word by adding a phoneme to an existing word. What word do you have if you add /s/ to the beginning of park?
Spark.
Eugin D Leen, Training Associate (English) ZIET Mumbai
Phoneme Substitution Children substitute one phoneme for another to make a new word. The word is bug. Change /g/ to /n/. What's the new word?
Bun. Eugin D Leen, Training Associate (English) ZIET Mumbai
Sounds of speech Good Vibrations Voiced Phonemes /b/
/v/
/l/
/z/
/m/ /TH/ /j/
/n/
/w/
/d/
/y/
/r/
/g/
Eugin D Leen, Training Associate (English) ZIET Mumbai
Sounds of Speech Good Vibrations Unvoiced Phonemes
/p/
/sh/ /f/
/wh/ /ch/ /th/ /s/
/k/
/h/
Eugin D Leen, Training Associate (English) ZIET Mumbai
Sounds of Speech 2. Human Phonemes
Bat
bit
Hat hit Sat
sit
Pat
pit Eugin D Leen, Training Associate (English) ZIET Mumbai
Sounds of Speech 3. alphabetic principle
• Sit on the floor • 5 blocks/chips for each student • Move one chip for each sound
Eugin D Leen, Training Associate (English) ZIET Mumbai
Sounds of Speech 4. Changing sound
• Jimmy, can you change the /j/ in Jimmy to the /t/ sound?
• Lisa, can you change the /l/ in Lisa to the /n/ sound?
Eugin D Leen, Training Associate (English) ZIET Mumbai