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Two-factor model of the structure of phonological processing abilities in younger children

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Two-factor model of the structure of phonological processing abilities in younger children

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"Practice and drill until the letters or words are automatic." (Elam 2005)

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"Practice and drill until the letters or words are automatic." (Elam 2005)

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Literacy is not like learning to walk or a matter of maturation, "Literacy learning requires instruction and practice,  and this learning occurs across discrete stages" (The Literacy Bug, n.d.).

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The relationship between sounds and letters that is an essential component to reading and writing practice. Not all students learn at the same rate, phonics is one element of a comprehensive literacy program that must include practice in comprehension, fluency, vocabulary, writing, and critical thinking with analysis (International Literacy Association, 2018).

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The relationship between sounds and letters that is an essential component to reading and writing practice. Not all students learn at the same rate, phonics is one element of a comprehensive literacy program that must include practice in comprehension, fluency, vocabulary, writing, and critical thinking with analysis (International Literacy Association, 2018).

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Phonological awareness and phonics are like building blocks for students. They help facilitate later acquisition of reading skills (Chard & Dickson, 1999).

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Phonological awareness and phonics are like building blocks for students. They help facilitate later acquisition of reading skills (Chard & Dickson, 1999).

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3. Making meaning by speaking and listening is a natural ability but is difficult to learn in any language or symbolic system. The constituent parts of language help to learn the sound to letter correspondences, so that we sound things out like a jigsaw puzzle where we put the pieces back together again (Kalantzis & Cope, 2016). 

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3. Making meaning by speaking and listening is a natural ability but is difficult to learn in any language or symbolic system. The constituent parts of language help to learn the sound to letter correspondences, so that we sound things out like a jigsaw puzzle where we put the pieces back together again (Kalantzis & Cope, 2016). 

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2. Research-based best practice activities like early phonological awareness are taught in the absence of print. Evidence suggests that early writing activities including spelling words appears to promote more refined phonemic awareness. Students with severe reading disabilities require more intense training. Establishing a baseline helps graph three measurement points before the start of instruction. This way the slope can be checked to keep ahead of student progress or lagging behind their same age peers (Chard & Dickson, 1999). 

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2. Research-based best practice activities like early phonological awareness are taught in the absence of print. Evidence suggests that early writing activities including spelling words appears to promote more refined phonemic awareness. Students with severe reading disabilities require more intense training. Establishing a baseline helps graph three measurement points before the start of instruction. This way the slope can be checked to keep ahead of student progress or lagging behind their same age peers (Chard & Dickson, 1999). 

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There are several models of phonological processing including the General Ability Model and Specific Ability Model. "The phonological tasks included measures of phonological

awareness (PA), phonological memory (PM), and rapid naming (RAN)"(Mundy & Hannat, 2020) .

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The Phonics Primer Uses 44 Sounds in English

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The Phonics Primer Uses 44 Sounds in English

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The Phonics Primer uses 44 sounds in the English language and can be used to teach reading. Teaching phonics requires a systemic phonics program, phonics flashcards, decodable stories, and writing supplies. (Elam 2005).

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Children can start to learn phonics young, but it must be at their level. While kindergarteners and first graders can focus on blending and segmenting, preschoolers should be focusing on rhyming (Chard & Dickson, 1999).

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Guess-The-Word: show the student a picture and then slowly sound out the word that represents the picture, students then need to guess the word.

Change-A-Name: children sit together, the teacher secretly has one child remove the first sound of their name. Then the other children need to guess who you are talking about when you say the name. This can be more advanced by using other words or taking out different sounds.

Segmentation Activities: You can start with younger students by teaching them to segment familiar poems by clapping with each word. Then advance to segmenting syllables and rimes. Then you can move on to segmenting each phoneme.

(Chard & Dickson, 1999).

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It is important to find out their first language and how phonics works for that language. Looking at the orthography can be helpful too as some languages are similar to English. Pointing out the similarities and differences to their first language can help students grasp phonics in English more easily (International Literacy Association, 2018).

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This is the area we should first look. Students should have the ability to separate syllables and individual phenomes as well as recognize the letters of the alphabet when it is time to start teaching them phonics (International Literacy Association, 2018).

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International Literacy Association. (2018). Explaining Phonics Instruction: An Educator's Guide. https://bemidjistate.learn.minnstate.edu/d2l/le/content/5378903/viewContent/48900328/View

The Literacy Bug. (n.d.). 5 Stage of Reading Development. https://www.theliteracybug.com/stages

Chard, D., & Dickson, S. (1991). Phonological Awareness: Instructional and Assessment Guide. https://bemidjistate.learn.minnstate.edu/d2l/le/content/5378903/viewContent/48900326/View

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"Phonological Awareness technique

has been recommended as a practice with solid research evidence of effectiveness

for individuals with Learning Disabilities by Council for Exceptional Children-the Division for Learning

Disabilities (DLD) and the Division for Research (DR)"(Chard & Dickson, 1999) .

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Children are first exposed to reading. Teaching can be counterproductive at this stage. Focus on exposure to reading to increase the ability to pretend read, retell stories, and recognize letters/words (The Literacy Bug, n.d.).

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Strategies for Teaching Phonological Awareness

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Strategies for Teaching Phonological Awareness

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Chard, D. J., & Dickson, S. V. (1999). Phonological Awareness: Instructional and Assessment Guidelines. LD Online.
Elam, S. (2005). Phonics Primer. Retrieved from National Right to Read: www.nrrf.org
Lonigan, Christopher & Anthony, Jason & Phillips, Beth & Purpura, David & Wilson, Shauna & McQueen, Jessica. (2009). The Nature of Preschool Phonological Processing Abilities and Their Relations to Vocabulary, General Cognitive Abilities, and Print Knowledge. Journal of educational psychology. 101. 345-358. 10.1037/a0013837.
Mundy, I. R., & Hannat, P. (2020, August 18). Exploring the phonological profiles of children with reading difficulties: A multiple case study. Dyslexia, 26(4), 411-426.

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Snow, C. E., Barnes, W. S., Chandler, J., Goodman, I. F., & Hemphill, L. (1991). Unfulfilled expectations: home and school influences on literacy. Cambridge, MA: Harvard University Press.

International Literacy Association (2018). Literacy Leadership Brief: Explaining Phonics Instruction An Educator's Guide. Retrieved from source https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-explaining-phonics-instruction-an-educators-guide.pdf

Elam, S. (2005). The National Right to Read Foundation: Phonics Primer. Retrieved from source

https://www.nrrf.org.

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Reading Stages from Proust and the Squid by Wolf 2008

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Reading Stages from Proust and the Squid by Wolf 2008

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Reading Stages from Proust and the Squid by Wolf 2008

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Individualized Instruction Group Project (1)

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1. Identify students at risk for difficulties in learning phonological awareness.
a. During preschool screenings children name colors, objects , numbers and letters.
b. segmentation skills
c. phonemic deletion
2. Progress monitoring tools help teachers see when students are reaching their goals.
a. Dibels
b. Running Records
c. Elementary Spelling Assessment.

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The stages of reading are important to  know so teachers can help students who might be struggling in one or more areas.

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The stages of reading are important to  know so teachers can help students who might be struggling in one or more areas.

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P.A. is an important skill to acquire before phonics instruction begins. (Bear, 2018)
P.A. "is the understanding of different ways that oral language can be divided into smaller components and manipulated." (Chard & Dickson, 1999)

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"Phonological awareness in kindergarten is a strong predictor of later reading success." (Perfetti, Beck, Ball & Hughes 1987 in Chard & Dickson, 1999)

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Continuum of complexity of PAScreenshot 2021-07-07 164253

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Common Assessments Screenshot 2021-07-07 164608

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5 Stages of Reading Development by Chall

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5 Stages of Reading Development by Chall

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(Chall, 1996)

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Reading Assessment

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Chard, D. J., & Dickson, S. V. (1999). Phonological Awareness: Instructional and Assessment Guidelines. Retrieved from source https://www.ldonline.org/article/6254?theme=print.

Elam, S. (2005, June). Phonics Primer. National Right to Read Foundation, pp. 1-10.

International Literacy Association (2018). Literacy Leadership Brief: Explaining Phonics Instruction An Educator's Guide. Retrieved from source https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-explaining-phonics-instruction-an-educators-guide.pdf

Kalantzis, M., & Cope, B. (2016). Learning to Read: Phonics. Retrieved from source https://www.youtu.be/F2ewvXKwtN8.

The Literacy Bug. (n.d.). 5 Stage of Reading Development. https://www.theliteracybug.com/stages

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1.Phonological Awareness is defined as different ways to break down language and is a recommended practice for LD with continuous research based assessments
2.The Phonics Primer uses the 44 sounds in English and can be used to teach reading
3. Models of Phonological Processing

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1 The "golden rule of phonics: Never allow students to skip, guess or substitute words.  Accuracy is more important than speed." (Elam 2005).

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1 The "golden rule of phonics: Never allow students to skip, guess or substitute words.  Accuracy is more important than speed." (Elam 2005).

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1) Phonological Awareness
2) Stages of Reading
3) Assessment & Monitoring Progress

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Works Cited

Bear, D. (2018). Explaining Phonics Instruction. Literacy Brief, pp. 1-9. Retrieved from www.literacyworldwide.org

Chall, J. A. (1996). Stages of Reading Development (2nd ed.). Fort Worth: Harcourt Brace.

Chard, D., & Dickson, S. (1999). Phonological Awareness: Instructional and Assessment Guidelines. Reading Rockets. Retrieved from https://www.readingrockets.org/article/phonological-awareness-instructional-and-assessment-guidelines

D. R. Bear, M. I. (2020). Developmental Word Knowledge. In Words Their Way (7th ed.). Hoboken, NJ: Pearson Education Inc.

Martinez, Z., Wallingford, D., & Elsberry, M. (n.d.). Reading Fluency. Weebly. Retrieved July 6, 2021, from https://readingfluencyzmd.weebly.com/assessments-progress-monitoring.html

Wolf, M. (2008). Proust and the squid: the story and science of the reading brain.