Building Early Literacy Through Phonological Awareness
BUILDING EARLY LITERACYTHROUGH PHONOLOGICALAWARENESSIHD Evidence for Success – Combined Disability ConferenceJuly 9, 2018Part 1 10:45 – 12:00Part 2 1:00 – 2:15Chelie Nelsonchelie620@gmail.com
Objectives Understand the importance ofPhonological Awareness to LiteracyDevelopment Be able to describe the PhonologicalContinuum Develop strategies for providing andembedding phonological awarenessinstruction into your daily curriculum
Agenda Importance of PhonologicalAwareness (PA) for Young Children Understanding PA PA Development Core PA Instruction PA Intervention
National Early Literacy Panel,2008What sWorkeaclleructory TAn IntrodEarly LanguageGUide for ergent Literacyand En ln 11\Jciion ; ;
Predictive ECLanguage and Literacy Skills AlphabetKnowledge PhonologicalAwareness Rapid Naming ofLetters/Digits Rapid Naming ofObjects/colors Writing PhonologicalShort-termMemory Concepts aboutprint Print knowledge Oral Language Visual ProcessingNELP 2008
Predictive ECLanguage and Literacy Skills AlphabetKnowledge PhonologicalAwareness Rapid Naming ofLetters/Digits Rapid Naming ofObjects/colors Writing PhonologicalShort-termMemory Concepts aboutprint Print knowledge Oral Language Visual ProcessingNELP 2008
Predictive ECLanguage and Literacy Skills AlphabetKnowledge PhonologicalAwareness Rapid Naming ofLetters/Digits Rapid Naming ofObjects/colors Writing PhonologicalShort-termMemory Concepts aboutprint Print knowledge Oral Language Visual ProcessingNELP 2008
Predictive ECLanguage and Literacy Skills AlphabetKnowledge PhonologicalAwareness Rapid Naming ofLetters/Digits Rapid Naming ofObjects/colors Writing PhonologicalShort-termMemory Concepts aboutprint Print knowledge Oral Language Visual ProcessingNELP 2008
Preschool Early LiteracyFoundation for Meaning Oral LanguageFoundation for Code PhonologicalAwareness Print Awareness AlphabetKnowledge
Evidence-Based InstructionalPractices for Young Children Code-focusedInstruction OralLanguageInstruction SharedReadingWhatWorks. .
How PA Supports LiteracyYoung children’s understandingthat words are made up ofsmaller sounds helps them “breakthe code” of written languageand acquire the alphabeticprinciple.Philips, Clancy-Menchetti & Lonigan, 2008
Preschoolers who donot acquirefundamentalphonologicalawareness skills aremore likely toexperiencechallenges learningto read.Bentin & Leshman, 1993; Byrne & Fielding-Barnsley, 1991; Hatcher,Hulme, & Ellis, 1994; Smith, Scott, Roberts, & Locke, 2008, NELP, 2008.
-. . .-.:. . rf. .W.-.:. ---. ·.··'Preschool-agechildren can (andshould) be taughtphonologicalawareness skills.,.J;ifr, -: 1,·.' -;-, ' ,,,-1 .,NELP, 2008; NRP, 2000
What is PhonologicalAwareness?
What is the Difference? Phonics PhonemeAwareness PhonologicalAwareness
The ability to detect and manipulatethe sound structure of wordsindependent of their meaning. It isan increasingly sophisticatedcapacity that is highly predictive of,and causally related to, children’slater ability to read.Philips, Clancy-Menchetti & Lonigan, 2008
Phonological Awareness PhonologicalAwareness PhonemeAwareness Phonics
PA in Relation to PhonologicalProcessing and MetalinguisticAwarenessPhonological Processing gPhonologicalInformationMetalinguistic Awareness\IPhonologicalAwareness Syllableawareness On-set - Rime PhonemeAwarenesslSematic, syntactic,pragmatic,morphologicalawarenessGillion, 2018
Arrange the following PATasks by Difficulty.--.- ---- -- - - -·-·
a) Tell the first sound in the wordbaby.b) Clap the syllables in your name.c) Fill in the rhyming word from astory line.d) Blend c-a-t to tell the word.e) Tell a word that rhymes with cat.f) Clap the syllables in your name.
Component Skills of PhonologicalAwareness Rhyming : matching and producing wordsendings Alliteration: matching and producingwords with the same beginning sound Blending: combining syllables and soundsto make words Segmenting: pulling words apart intosyllables and wounds
Why Do You Think?Phonological awareness skills inkindergarten have beenidentified as one of the bestpredictors of readingachievement betweenkindergarten and second grade.Snow et.al., 1998; NRP, 2000 Whitehurst & Lonigan, 2002, NELP, 2009
Units of Sound Syllables Onsets Rimes PhonemesYopp & Yopp, 2011
Syllables Bathroom Demonstration Misunderstanding Water Friend Horse MotorcycleYopp & Yopp, 2011
Onset Run Cat Friend Chat In Horse PhoneYopp & Yopp, 2011
Rime Him Flat Red Car Merry Zoo WouldYopp & Yopp, 2011
Phonemes Dog Each Have More Hope CardYopp & Yopp, 2011
Break theWords Jump On ChimpanzeeInto Syllables Onset(s)andRime(s) Phonemes
Phonological Awareness Tasks Matching Blending Isolating/Identifying partialsegments Segmenting Deletion SubstitutionYopp & Yopp, 2011
Phonological Awareness TasksTaskMatchingDo thesestart thesame?SyllableOnsetRimeSandwich StartSandbag? Stand?PhonemeCitySunshine?Yopp & Yopp, 2011
Phonological Awareness TasksTaskSyllable/pump/ BlendingWhat word /kin/would wehave if weput thesepartstogether?OnsetRime/Pl/ –/ane/Phoneme/f/-/r/-/o//g/Yopp & Yopp, 2011
Phonological Awareness TasksTaskIsolatingWhat doyou hearat Bug?Yopp & Yopp, 2011
Phonological Awareness TasksTaskSegmentingWhat are alltheparts/soundsyou hear inthe word?SyllableTable?OnsetRimeGrin?PhonemeDog?Yopp & Yopp, 2011
Phonological Awareness TasksTaskSyllableNapkinDeletionSay ---withoutwithout the the /kin/OnsetRimeGrinwithoutthe /gr/PhonemeMeatwithoutthe /m/Yopp & Yopp, 2011
Phonological Awareness TasksTaskSyllableSubstitution /ba/ inWhat word baby towould we/ma/?have if wechangedtheOnsetRime/bl/ inblack to/cr/?Phoneme/ch/ inchain to/r/?Yopp & Yopp, 2011
Phonological Awareness Skillsin Developmental OrderRhymingAlliterationBlendingSegmenting nset-Rime UnitsPhonemesSyllablesOnset – Rime UnitsPhonemesPaulson, 2004
Yopp & Yopp, 2009“Although instruction shouldgenerally progress from larger tosmaller units of sound, phonologicalawareness development is notlockstep and children need notmaster one level before beingexposed to another level ofphonological awareness.”
Figure 1The Developmental Continuum ofPhonological Awarenessr RhymePhonemeAwareness!1 Awareness i: . . . . . . . . . . . Onset-RimeAwareness"ii !l1Compound-WordAwareness: . :Development of Phonological AwarenessPhilips, Clancy-Menchetti & Lonigan, 2008
Dimensions ofPhonological AwarenessSound Unit Words Syllables Onset-Rime PhonemesPA Tasks tutionTaskComplexity Identity Synthesis AnalysisPhilips, Clancy-Menchetti & Lonigan, 2008
The Issue of RhymeEvidence shows that rhyming isnot necessarily the mostevidence-based of thepedagogical choices or thesimplest phonological awarenessskill to master.Philips, Clancy-Menchetti & Lonigan, 2008
The Issue of RhymeTask Difficulty cat – bat – pig “Which wordsrhyme?” cat – bat – cup “Which wordsrhyme?”Philips, Clancy-Menchetti & Lonigan, 2008
The Issue of RhymeTask Difficulty cat – dog – mat “Which worddoes not rhyme? Say a word that rhymes withboat?Philips, Clancy-Menchetti & Lonigan, 2008
Rhyming Words In 20 seconds, list all thewords you can think ofthat rhyme with the wordcat In 20 seconds list all thewords you can think ofthat rhyme with the wordchef
The Issue of Rhyme Rhyme is not an entry-level PA skill. Should be taught in the context ofonset-rime, rather than a stand alongactivity. Studies suggest that a focus onrhyming should include repeatedexposure, explicit teaching of what itmeans to rhyme, and a high degreeof scaffolding.Philips, Clancy-Menchetti & Lonigan, 2008
The Issue of Rhyme Rhyming is best taught as onlyone of several levels ofphonological awarenessinstruction.Philips, Clancy-Menchetti & Lonigan, 2008
List 10 Different Animals
What is the Initial Sound? Sun Pole Sugar Cup Shoe Cent Write Chair White Chris Ring Zipper Fish xylophone Phone
How Many Speech ew4.Mixed9.House5.Heard10. Quiet
How many sounds in yourAnimal Names?
Phonological AwarenessDevelopment
Progression Larger units to smaller units Matching and synthesis toanalysis Initial sounds to final and medialsounds Phonemes that are not in blendsto those that are in blendsYopp & Yopp, 2011
Progression Continuant sounds tononcontinuant sounds Recognition to production Use of pictures/objects to oralonly use of chips/blocks (representingsounds) to use of letters.Yopp & Yopp, 2011
By 4 Months, Infants can. Discriminate their mother’s voicefrom other females Distinguish utterances in their nativelanguage from other languages Recognize the same syllable indifferent utterances Detect intonationGillon, 2018
0 to 3 Years WideDevelopmentalVariation AcceleratedGrowthbetween 3 and4Gillon, 2018
Rhyming Skill Development2 to 3 years Children participate in sayingoldwords in nursery rhymes,finger plays, songs and booksthat are read to them.3 to 5 years Match words that rhymeold4 to 5 years Produce words that rhymeoldPaulson & Moats, 2010
Alliteration Skill Development3 to 5 yearsold5 to 7 yearsoldRecognize words with acommon initial soundProduce words with acommon initial soundPaulson & Moats, 2010
Blending Skill Development3 to 4 years Combine a sequence ofoldisolated syllables to producewords4 to 5 years Combine a sequence ofoldisolated sounds to producewordsPaulson & Moats, 2010
Segmenting Skill Development3 to 4 yearsold4 to 5 yearsold5 to 6 yearsoldIdentify syllables in wordsIdentify beginning sounds inwordsIdentify sounds in one-syllablewordsPaulson & Moats, 2010
PA Skills in DevelopmentalOrder (Paulson, 2004)Rhyming Alliteration Blending Segmenting nset-rime unitsPhonemesSyllablesOnset-rime unitsphonemesPaulson & Moats, 2010
StandardizedAssessment Tools PELI – Preschool Early LiteracyIndicator myIGDI Literacy – Individual Growthand Development Indicators PIPA – Preschool and PrimaryInventory of Phonological Awareness CTOPP2 – Comprehensive Test ofPhonological Process
Informal AssessmentTasks for 3 – 4 years old Completing the rhyming word ina nursery rhyme line Detecting the word from a seriesof 3 pictures that does notrhyme Matching words that rhymeGillon, 2018
Informal AssessmentTasks for 3 – 4 year olds Detecting the word from a series of3 pictures that starts with a differentsound Detecting the word that starts withthe same sound as a target word Blending syllables to form words Deleting a syllable from a wordGillon, 2018
Fostering PhonologicalAwarenessTwo Approaches SpontaneousOpportunities ExplicitInstruction
When is Academic InstructionNot DAP?When the curriculum narrowlydefines a set of specific facts andskills that are taught apart frommeaningful context and withoutattention to engaging children’sinterest.Copple, Bredekamp, & Chamer, 2013
Fostering PA in Very YoungChildren Meaningful LanguageExperience (Oral LanguageDevelopment) Nursery Rhymes Highlight the rhythm and patternof speech through songs andstory patternsGillon, 2018
Fostering PA in Very YoungChildren Develop Print Awareness Bring attention to beginningsounds in words Picture naming activitiesmodeling correct articulation Activities should be fun, notassessment drills.Gillon, 2018
Phoneme Awareness Dig - Do
Fostering PhonologicalAwareness Make it fun Explicitly Teach PA Ensure Rich Exposure Pronounce Sounds with CareYopp & Yopp, 2011
Listening Activities
Listening Activities Say What You Hear? Which One? Identify the Sequence Follow the Leader Who is speaking?Yopp & Yopp, 2011
Word AwarenessThe ability to attend to andmanipulate individual words inspoken sentences, phrases, orcompounds.Yopp & Yopp, 2011
Word Awareness Activities Hopping Game Guess My Word Don’t Say It 5 Little MonkeysIdentify--- Match--- Blend --- Segment---Delete---SubstituteYopp & Yopp, 2011
Word Awareness Activities- - - 7How many words?1 2 3 4 5 6 7LJIdentify--- Match--- Blend --- Segment---Delete---SubstituteYopp & Yopp, 2011
Syllable Awareness Hickity Pickity Bumble Bee -Identify--- Match--- Blend --- Segment---Delete---SubstituteYopp & Yopp, 2011
Syllable AwarenessBEARSIE BEARAND THE SURPRISE SLEEPOVER PARTYBERNARD WABERIdentify--- Match--- Blend --- Segment---Delete---SubstituteYopp & Yopp, 2011
Syllable AwarenessCut Apart :\.·J , -.ir.· ,., \''.'Identify--- Match--- Blend --- Segment---Delete---SubstituteYopp & Yopp, 2011
Syllable AwarenessIdentify--- Match--- Blend --- Segment---Delete---SubstituteYopp & Yopp, 2011
OnSet and Rime Activities Rhymes in a Bag A Tisket, A Tasket I Spy Going on a Word HuntIdentify--- Match--- Blend --- Segment---Delete---SubstituteYopp & Yopp, 2011
OnSet and Rime ActivitiesTrip! Trap!Identify--- Match--- Blend --- Segment---Delete---SubstituteYopp & Yopp, 2011
Phoneme ActivitiesSound BingoThe Farmer in the DellTurn It OverBreak ItSimon SaysIdentify--- Match--- Blend --- Segment---Delete---SubstituteYopp & Yopp, 2011
Features Important for PhonologicalAwareness Instruction Systematic and Explicit Instruction Opportunities for incidental andimplicit instruction Clear and Consistent Articulation Use of Consistent Nonverbal Cues Teacher Understanding Levels ofDifficultyPhilips, Clancy-Menchetti & Lonigan, 2008
Levels of Scaffolding High – use of exaggeration andemphasis on the targetsound/segment Moderate – isolation and emphasison the target sound by elongatingthe sound in the word Minimum– stress put on the firstsound while giving the directionsBillow, 2017
Three Principles of Effective PAInstruction Conspicuous Design Explicit Systematic Modeling Scaffolding Opportunities to Practice(Guidedand Independent) accompaniedby FeedbackBillow, 2017
Fostering PhonologicalAwareness Letter knowledge Oral Language
PA InstructionLarge and Small Group
Opportunities for Incidental andEmbedded Instruction Incorporating PhonologicalAwareness Activities Across theDay Transitions Centers Small Groups Large Groups Outside Play
3 context for PA instruction Play and Play-like Activities Stories and Noticing Learning Centers
Ideas for Incorporating PA intoCenters Small beads - kids match the numberof beads to the sounds in a word Sensory Table – Put objectsrepresenting two different beginningsounds related to your theme.Children find objects and sort bybeginning sound. Blocks – children create signs for theirstructures using invented spelling
Ideas for Incorporating PA intoCenters Alphabet puzzles – conversationabout the sound letters make orwords that might begin with thatsound Cutting – have students cutwords into letters and thenmatch a word to a picture
InterventionTimeIntensityTier 2Tier I
Individualizing Instruction Teachers must identify both broadoutcomes being addressed for allchildren and individual behaviorstargeted for specific children.Grisham-Brown, & Hemmeter, 2017
Individualizing InstructionBroad outcomes are oftencategorized by age/grade level andcontent.Individually targeted behaviors arebased on children unique needs anddevelopment/skill acquisition.Grisham-Brown, & Hemmeter, 2017
Who Benefits from PAIntervention? Older children with dyslexia andyounger children at risk fordyslexia Young children at risk from lowSES background Children starting kindergartenwith low PA skillsGillion, 2018
Who Benefits from PAIntervention? Preschool and School-age children withspoken language impairment Struggling readers Preschool children who are deaf or hardof hearing Preschool and school-age children whoare native speakers of differentlanguages. Young children with significantdevelopmental delaysGillion, 2018
Guiding Principles forIntervention PA intervention should beintegrated with letter-soundknowledge and should makeexplicit the links betweenspeech and printCunningham, 1990; Hatcher, 1994; Ehri et al, 2001; Suggate, 2016
Guiding Principles forIntervention PA intervention should focus on thedevelopment of skills at thephoneme level for school-agechildren and there is some evidenceto support this for preschoolers ()Brady, et al.; Brennan & Ireson, 1997,Lundberg et al., 1988; Cary & Verhaeghe,1994; Nancolis, Lawrie & Dodd, 2005;Ukrainetz, et al., 2011
Guiding Principles forIntervention PA Intervention may involve askill mastery approach or anintegrated or multiple skillapproach ()Ehri et al, 2001; Gillion, 2000; Schneider et al.,1997; O’Conner, Jenkins, Leicester & Slocum,1993; Slocum, O’Conner & Jenkins, 1993;torgesen etal., 1992
Guiding Principles forIntervention An individual or small groupapproach may be necessary.Brady et al., 1994; Torgesen et al., 1994;Byrne & Fielding-Barsley, 1995; Carsonet al., 2013; Rvachew&Brosseau-Lapre,2015
Guiding Principles forIntervention Ongoing Progress Monitoring isimportant. PA intervention may be mosteffective combined withlanguage intervention.Gillion, 2007; Duff et al., 2012; Ayres, 1995; Gillion, 2018
Supporting PA for Children whoare DLL in their Native Language Songs, books, games that playwith sounds in their nativelanguage Enlist the support of parents. Select activities that are suitablefor translationYopp &Yopp, 2011
Supporting PA for Childrenwho are DLL in English Use English words familiar tochildren (e.g. their names,classroom items0 Repeat activities frequently Value children’s nativelanguage responsesYopp &Yopp, 2011
Supporting PA for Childrenwho are DLL in English Be explicit with directions andprovide clear feedback Pronounce sounds clearly Provide support; visuals,examples Be positive and encouragingYopp &Yopp, 2011
Involving Families Read Aloud Draw Attention to sounds Sing Songs that play with sounds Poems Sound Guessing GamesYopp & Yopp, 2011
Adaptations and Modifications toSupport Participation Environmental supportsMaterials adaptationsSimplifications of the activityUse of child preferenceSpecial equipmentAdult supportPeer supportInvisible supportSandall & Schwartz (2002)
Prompts and Supports Verbal promptsGesturesModelingTactile PromptsSpatial PromptsPhysical PromptsVisual/Pictorial PromptsGrisham-Brown and Hemmeter ( 2017)
Adapting PhonologicalAwareness Activities How Does It Begin?1. Using picture card with several pictures thatstart with B and some that do not.2. Name the pictures one at a time. Start bysaying each word slowly to emphasize thefirst sound.3. “I am listening for words that begin with /b/.Does boots begin with /b/?
Levels of Modification Same activity Same activity with differentobjectives Different activity with similarobjectives Different activity with differentobjectives
Adapting Curriculum1. Think of a child who struggles withphonological awareness activities andwrite their name down.2. Line up by that child’s first name3. Form group of 2-34. Talk about your students and select onestudent to focus on.5. Using the lesson given, adapt the lesson sothat the selected student could participateand be prepared to share out.
Yopp, H. K., &Yopp, R. H.(2011).Purposefulplay for h, CA. :ShellEducation.
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Language and Literacy forYoung Learners Kit #1 &2(. ik " . .,.,-t ,, . .,. . .· ,.-- -, ;k.,,ef.t tl!'t ,,.,. ull""', .https://community.neuhaus.org/estore?&nccsm 21& nccspID 1093https://community.neuhaus.org/estore?&nccsm 21& nccspID 903
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ResourcesAdams, M. J.,Foorman, B. R.,Lundburg, I., & Beeler,T. (1998). Phonemicawareness in youngchildren. Baltimore,Maryland: BrookesPublishing.
ResourcesFitzpatrick, J. (1997),Phonemic awareness:playing with sounds tostrengthen beginningreading skills. Cypress,CA: CreativeTeaching Press
ResourcesBlachman, B.A., Ball, E.W., Black, R., & Tangel,D.M. (2000). Road tothe code. Baltimore,Maryland; BrookesPublishing.
ResourcesPaulson, L.H., Noble, L.A., Jepson, S. & VanDen Pol, Rick, (2001).Building early literacyand language skills: aresource and activityguide for preschooland kindergarten.Longmont, CO: SoprisWest
References Bell, D.D. (2010). Exploring phonemic awareness inpreschool English language learners. Dissertation FloridaState University Billow, C. A. (2017). Preschool Teacher Knowledge andSkills: Phonemic Awareness and instruction. DissertationUniversity of Nevada, Las Vegas. Durst, E., & Joseph, L. M. (2016). Helping preschoolersdevelop phonemic awareness skills using sound boxes.Dialog, 19(3), 94 - 98. Copple, C., Bredekamp, S., Koralek, D., & Chamer, K.(Eds.). (2013). Developmentally appropriate practice: focuson preschoolers: NAEYC. .
References Gillon, G. T. (2018). Phonological awareness: from researchto practice (2nd ed.). New York, NY: The Guilford Press. Grisham-Brown, J., & Hemmeter, M. L. (2017). BlendedPractices for Teaching Young Children in Inclusive Settings.Baltimore, Maryland: Paul H. Brookes Publishing Co. National Early Literacy Panel. (2008). Developing earlyliteracy: Report of the National Early Literacy Panel. National Institute for Literacy. (2009). Early Beginnings: EarlyLiteracy Knowledge and Instruction. Nuspi, J. J., Ukrainetx, T.A. (2006). Preschool PhonemicAwareness Instruction With and Without Prior SyllableTraining. ASHA Annual Conference, November 2006,Miami, Fl.
References Paulson, L. H., & Moats, L. C. (2010). LETRS for earlychildhood educators. Boston, MA: CambiumLearning Group. Phillips, B. M., Clancy-Menchetti, J., & Lonigan, C. J.(2008). Successful phonological awarenessinstruction with preschool children: Lessons from theclassroom. Topics in Early Childhood SpecialEducation, 28(1), 3-17. Sandall & Schwartz (2002). Building Blocks forTeaching Preschoolers with Special Needs.Baltimore: Paul H. Brookes. Yopp, H. K., & Yopp, R. H. (2011). Purposeful play forearly childhood phonological awareness.Huntington Beach, CA. : Shell Education. .
Paulson, 2004. Yopp & Yopp, 2009 “Although instruction should generally progress from larger to smaller units of sound, phonological awareness development is not lockstep and children need not master one level before b
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Assessment of Phonological Awareness: The Phonological Awareness Screening Test (PAST) The Equipped for Reading Success program provides three ways to evaluate phonological awareness skills, two informal and one formal. 1) The simplest way to evaluate phonological awareness is to note the level at which a student is working in the program.
D The purposes for assessing phonological awareness skills are to identifying students at risk of reading acquisition challenges and to monitor students’ progress of phonological awareness who participate in explicit phonological awareness instruction. D Teachers may carry out informal assessment of students’ phonological
Assessment of Phonological Awareness: The Phonological Awareness Screening Test (PAST) It is a rather simple matter to assess phonological awareness. The Equipped for Reading Success program provides three ways to evaluate these skills, two informal and one formal. 1) The simplest way to evaluate phonological awareness is to take note of the .
Assessment of Phonological Awareness: The Phonological Awareness Screening Test (PAST) The Equipped for Reading Success program provides three ways to evaluate phonological awareness skills, two informal and one formal. 1) The simplest way to evaluate phonological awareness is to note the level at which a student is working in the program.
Phonological Awareness Assessment Pack, Secondary Contents _ The Hertfordshire Specific Learning Difficulties Phonological Awareness Pack Page 3 What is phonological awareness? It is an awareness of the sound structure of language. Can you hear the difference between birdsong and a dog barking? .
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Part VII. LIteracy 509 Chapter 16. A Primer on Literacy Assessment 511 Language Disorders and Literacy Problems 512 Emergent Literacy 514 Emergent Literacy Skill Acquisition 516 Assessment of Emergent Literacy Skills 520 Assessment of Reading and Writing 528 Integrated Language and Literacy Skill Assessment 536 Chapter Summary 537
