Workshop Paper 2 by Cíntia Ertel https://padlet.com/cintiaertel/5crxd8w4tb8r Ben Jeffes' paper en-us 2018-11-04 13:33:31 UTC 2025-11-03 05:53:17 UTC hello@padlet.com Lux: When a child has phonological awareness it is able to manipulate sounds and words, they can identify units of oral language and can play with it. Phonemic awereness is a sub part of phonological awereness. With phonemic awerness one can identify and play with phonems. Activities to learn phonemic awereness include for example ryhming and matching words. https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301379602 2018-11-07 09:16:32 UTC https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301379602 GERMAN https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301381327
Phonemic awareness = subset of phonological awareness
            Awareness of speech sounds
            Limited on auditory skills i.e not involving printed words
            Letter = phoneme àconnection between speech and printed words
]]> 2018-11-07 09:22:01 UTC https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301381327 French https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301382665 The simple view reading is a concept developed by Gough and Tunmer in 1986. It implies decoding and comprehension. If a child has a good comprehension and decoding level, it is considered to be a "typically" developed child in reading. If, however, the child presents poor decoding and poor comprehension, its reading skills are generally low. If the comprehension is good, but the decoding is poor, then the child is considered as having dyslexia. If it has good decoding but poor comprehension, it is considered as having being poor comprehenders. These two views are often mixed as the same term as dyslexia. ]]> 2018-11-07 09:26:48 UTC https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301382665 Maths https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301382713 2-dimensional graph: comprehension and decoding
-normal reader (good in both comprehension and decoding)
- poor comprehendor (poor comprehensionbut good reading, for example I can read Italian but do not understand a word)
- general poor reader (classic DLD)
- poor decoding (dyslexia)
- if you are close to the origin of the graph, you cannot say if it is a poor or normal reader, difficult to determine

]]> 2018-11-07 09:26:58 UTC https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301382713 GERMAN A phonics-based intervention program focusses on teaching phonemic awareness It teaches the ability to hear, identify and manipulate phonemes Enables new readers todecode new written words through soundFocus on spelling patterns and linking sound to words depending on the language used https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301387408 2018-11-07 09:42:20 UTC https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301387408 https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301388428 Lux: Phonics is a method of teaching to raise phonemic awereness, to hear and to identify phonics. There seems to be scentific data as to support that there is a correlation between children with poor word reading skills and having difficulty with phonics. So the intervention is intended to improve  word reading accuracy. So it's a method to teach reading and writing by developping phonemic awereness.


]]> 2018-11-07 09:45:39 UTC https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301388428 French https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301389836 The first aim consists on evaluating with the method "toe-by-toe" used with secondary-aged students. (method usually used in primary schools, 4-5 years-old). This method is used to improve word reading accuracy and phonetic decoding. The second aim is to explore the students and school staff responses after the intervention. The responses include positive reviews from the students but the staff wasn't very keen on keeping doing it because of its costs and time-consuming preparation.]]> 2018-11-07 09:49:51 UTC https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301389836 Maths https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301389864 The aims of this study were
(1) to explore the efficacy of phonics-based reading intervention programme, Toe by Toe, among secondary age students with severe reading difficulties ( phonic decoding accurancy, word recognition and phonic decoding fluency are tested directly by the intervention)
(2) to examine perceived barriers to implementing this intervention programme (how the children and staff feel about the test and readind difficulties)]]> 2018-11-07 09:49:57 UTC https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301389864 https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301393496 Lux: In order to be able to comprehend a text or word you first need the ability to decode it. ]]> 2018-11-07 10:01:16 UTC https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301393496 GERMAN https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301394812  
Decoding strategies are at the very base of language understanding and raising all pupils to a good starting level is an  important criteria for further language learning and development. By analysing a strategy that teaches one-by-one, slowly and in accordance of every pupil’s progress the basis of reading, the study set a foundation to continue the language development of pupils furthermore by KNOWING where they stand in basic decoding, providing the positive effects of both pupils being motivated and self-aware of their learning process (step-by-step) as well as teachers knowing exactly where pupils have language learning difficulties right at the start. 
]]> 2018-11-07 10:05:17 UTC https://padlet.com/cintiaertel/5crxd8w4tb8r/wish/301394812