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By practicing Rapid Naming exercises with students could they improve? Would this then improve their reading?

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By practicing Rapid Naming exercises with students could they improve? Would this then improve their reading?

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Is there some kind of training for phonological awareness specifically designed for SPED kiddos?

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Is there some kind of training for phonological awareness specifically designed for SPED kiddos?

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Will we get a program that teaches all of this better than Wonders?

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Will we get a program that teaches all of this better than Wonders?

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Phonological memory is different from semantic memory. The first is about sounds and the second is about meaning

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It seems to take a lot of practice for students struggling to move the sounds into their memory.  Its a challenge to keep the practice fresh.

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What is happening with our Dibels data? Will there be follow up about students who scored really low?

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It was really interesting to think that I had a different approaching naming the F words than animals. I was able to use many different associations (color, appearance, habitat) to think of animals but for the words, I had to think about word parts. It makes me reflect on how a student who struggles with phonological memory would have a difficult time with this.

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It takes a great deal of repetition and I wonder how we can keep this exciting.

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Is phonological memory a factor in why students who are decoding sound by sound may read a word like bend and say, /b/ /e/ /n/ /d/...blend? burned? Even with single syllable words, is it that they are struggling so much to store even those individual sounds in their phonological memory?

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I wonder how exposure changes your phonologica/semantic favorability. I scored higher on phonological. I could account for that by the fact that I teach sounds daily and I read a lot (and my interest in animals isn't as high as others). Would a young child who is exposed to lengthy screen time, instead of being read to and experiencing books, be put in a weaker readiness for phonological, but not affected as much with semantic?

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I wonder how exposure changes your phonologica/semantic favorability. I scored higher on phonological. I could account for that by the fact that I teach sounds daily and I read a lot (and my interest in animals isn't as high as others). Would a young child who is exposed to lengthy screen time, instead of being read to and experiencing books, be put in a weaker readiness for phonological, but not affected as much with semantic?

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I have some little ones who are struggling even to identify letter names - since at the word level it's easier should I start with things like fire|man, rain|bow and then syllables, then onset and rime before even trying to do phoneme level activities? Or, should they be exposed to all at once?

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Do they need to master, or at least get good at, the easier skills before moving into the harder ones like phoneme manipulation?

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It's a simple, structured routine that helps them segment into phonemes.

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We use Heggerty - I like how it practices these skills.

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We use Heggerty - I like how it practices these skills.

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Should this be only be oral? Or can we show the letter symbol?

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I'm thinking about this skill as it connects to word building. I wonder if they should be done in concert, or one before the other? Or if they even connect?

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What should you do if you are working on phoneme segmentation and they are giving onset and rime? Just keep reinforcing w/ Elkonin boxes?

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It really made me stop and think about showing them how to segment with their finger. Made it more concrete and routine based.

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Can the district provide more training for this?

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Can the district provide more training for this?

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I forget to have them say the word first before they sound it out. So this was a good reminder. Often I will say tell me the 3 sounds in mat and they will go m a mat. Maybe having them say the word first will help fix this.
From: Mr. Crayon

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I have students who say all the letters sounds correctly and then when giving the sound say a different word-thoughts?

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Rhymes and songs are both fun and effective for this

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Rhymes and songs are both fun and effective for this

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The Dibels assessment seems much harder than CRLP for the students.  It also has different sight words than what we are currently teaching.

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The Dibels assessment seems much harder than CRLP for the students.  It also has different sight words than what we are currently teaching.

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Rhyming and songs are fun and engaging for Phonological memory 

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Rhyming and songs are fun and engaging for Phonological memory 