Science Of Reading: Phonological Awareness & Phonics

Science of Reading: Phonological Awareness & PhonicsSession 1 of 4 in the Science of ReadingNovember 2020 TNTP 2017

Meet the TNTP Team

Our Goal:Teachers will begin to explore what cognitive science tells us about how students learn to read.Participants will walk away understanding: The science of reading The what and why behind phonological awareness Phonics instruction teaches students the predictablerelationships between sounds and spelling patterns That students need ample time to practice newly acquiredphonics skills both in and out of contextPAGE/3 3

Agenda Science of reading Phonological awareness Phonics from basics to advancedPAGE/4 4

What the “Science of Reading” is and is not“[T]he science of reading” is not an ideology, aphilosophy, a political agenda, a one-size-fits-allapproach, a program of instruction, or a specificcomponent of instruction. It is the emergingconsensus from many related disciplines, based onliterally thousands of studies, supported by hundreds ofmillions of research dollars, conducted across the worldin many languages.These studies have revealed a great deal about how we learn to read, what goeswrong when students don’t learn, and what kind of instruction is most likelyto work the best for the most students.

95% of students should be reading well with strong instructionYoung, 2012 [Updated 2017](Lyons 1998, NRP 2000)

How We Learn to Read: What is Reading Acquisition?D x LC n(Gough and Tunmer, 1986)

How We Learn to Read: What is Reading Acquisition?Scarborough (2002)(Scarborough, 2001)

Zooming in on acquiring word recognitionPhonological awareness supports student understandingthat words are made up of a series of discrete sounds.Phonics teaches students how to map these sounds ontoletters and spellings.The more phonics students learn, the better able they are todecode, or sound out words efficiently and they begin tobuild word recognition.When students begin to recognize many wordsautomatically, their reading starts to feel more and moreeffortless. This is a process called orthographic mapping.Fluency, or reading accurately and smoothly, is partly a byproduct of orthographic mapping. As sentences becomemore complex, students need to get through enough wordsfast enough to make sense of what they are reading.Adapted from Blevins/9

A single word has 3 entationbat/ 10

Let’s review the brain science behind reading acquisition to understand how students develop theseskills.Reading instructionbuilds neural pathwaysthat do not occurnaturally in our brains.SPEECHSPEECHMEANINGMEANINGVISUALVISUAL/ 11

The science of reading drives effective reading instructionLEVEL 1:Letters and soundsChildren learn letternames and letter soundsLEVEL 2:LEVEL 3:Phonic decodingOrthographic mappingChildren combine lettersound knowledge withphonological blending tosound out unfamiliar wordsChildren efficientlyexpand their sightvocabularies.David A. Kilpatrick provides this “set of three developmental levels that helpsorganize and integrate research related to phonological awareness development,reading acquisition, and reading difficulties.”(Essentials of Assessing, Preventing, and Overcoming Reading Difficulties, page 91)

Agenda Science of reading Phonological awareness Phonics from basics to advancedPAGE/ 1313

Phonological Awareness: Defining Key TermsPhonologicalAwarenessPhonemicAwarenessthe ability to reflect on and manipulate the component sounds ofspoken wordse.g. rhymes, syllablesa particular type of phonological awareness: the ability to reflect onand manipulate the phonemes in spoken wordsPhonemes individual soundse.g. /m/ or /th/Phonicsthe system by which the sounds in spoken language are representedby the letters in printed language/ 14

The UmbrellaPhonological ending andSyllableSegmentingSegmentation andBlending5PhonemeManipulationPhonemic Awareness SkillsBlendingIsolating final and medial phonemesSegmentingAddingDeletingSubstituting/ 15

In the example of phonemic awareness instruction, look for SYSTEMATICSystematic and sequenced K-3 instruction andintervention.EXPLICITExplicit and intentional daily instruction. PRACTICEPractice of specific skills in and out of text, includingmeaning-making with decodable text. Corrective feedback in the moment. FrequentASSESSMENT DRIVESinformal and formal data collection drives grade-levelINSTRUCTIONand targeted remediation and acceleration. / 16

Best Practices for Phonological Awareness ActivitiesHow do you know this lesson model targeted phonological awareness?What skills were targeted? (Think about the umbrella)How did the model reflect best practices? In Kindergarten and Grade 1, follow the ladder of phonological skills and spend the most time onphoneme manipulation (blending, segmenting, adding, deleting and substituting) – crucial forreading and writing. Don’t stop at blending and segmenting! In grades 2 continue building phonological awareness but tie to print -- phonics activities willreinforce and strengthen phonemic awareness. Tell students what and why. Reinforce skills with manipulatives or kinesthetic movements. Provide multiple “at bats”. Students will need up to 6-8 weeks with a new skill until it becomesautomatic. When you have a struggling reader, assess their phonemic awareness using a test that is sensitiveenough to reveal issues with higher level phonemic awareness skills./ 17

Experience a Phonemic Awareness LessonRhymeSentenceSegmentationOnset-RimeBlending andSyllableSegmentingSegmentation andBlendingPhonemeManipulation/ 18

Why is phonemic awareness so important and what is the opportunity?Many students struggle with phonics because they don’t have the prerequisite phonemicawareness skills Research shows that approximately 20% of students lack phonemicawareness Many of these students will fall behind their peers and/or be diagnosed with adisability.However, phonemic awareness can be taught. And it doesn’t take a great deal of time to bringmany students’ phonemic awareness skills up to a level at which phonics instruction begins tomake sense As few as 11-15 hours of intensive phonemic awareness training spread out overan appropriate time produced results The goal of this instruction is understanding howwords work.-from Wiley Blevins Fresh Look at Phonics/ 19

ReflectionThink about the four principles of strongfoundational skills instruction. What new or deeper understanding doyou have of phonological and phonemicawareness? What do you want to continue, change,start, or stop doing in your own practice? How will the four principles impactopportunities for students?/ 20

Agenda Science of Reading Phonological awareness Phonics from basics to advanced/ 21

The science of reading drives effective reading instruction SYSTEMATIC EXPLICIT PRACTICEASSESSMENTDRIVESINSTRUCTION Essentials of Assessing, Preventing, and Overcoming Reading Difficulties by David A. Kilpatrick/ 22

Instruction in phonics should be systematic, explicit, and include studentpractice.SYSTEMATICSystematic and sequenced K-3 instruction andintervention.EXPLICITExplicit and intentional daily instruction. PRACTICEPractice of specific skills in and out of text, includingmeaning-making with decodable text. Corrective feedback in the moment. FrequentASSESSMENT DRIVESinformal and formal data collection drives grade-levelINSTRUCTIONand targeted remediation and acceleration. / 23

Let’s watch a clip of instruction in Alicia Cuomo’s 1 st grade classroom. In this video, students arelearning the long /i/ sound spelled i e.https://www.youtube.com/watch?v wrv8ZXa3np8Jot down evidence of systematic, explicit instruction with opportunities forpractice./ 24

1SystematicWhat is the value of a systematic scope & sequence?smtdlsmatd/ 27

2Explicit Research suggests that foundational skills instruction should be at least 3045 minutes daily in K-2.During this time, each student should be engaged with foundational skills withopportunities to:Hear it./ie/Say it.Read it.Spell it (Write it.)From Student Achievement Partners: www.achievethecore.org/ 28

3 Practice Ample opportunities for practice BOTH in and out of context./ 29

3Practice Students should practice the same skills they were explicitly taught in realtext./ 30

3Practice Predictable text and decodable texts are fundamentally different.My garden has seeds. My garden has birds.My garden has sun. My garden has water.My garden has rabbits. My garden hasweeds.From Student Achievement Partners: www.achievethecore.orgMy dad had a hot ham. Hap hid it. Daddid not see it. Dad had to sit. Dad had ahot pan. Dad had a tin can. Hap hid theham. See it in my hat?/ 31

Students should also make meaning from decoded text—but don’t overdo it.Ask this:Who’s the main character?What did he do during the story?What do we know about Seth’s dad?Not this:What’s the main idea or theme of thisbook?Compare and contrast Seth with thecharacter from yesterday’s book.Provide evidence that Ted is strong./ 32

95% of students should be reading well with strong instructionYoung, 2012 [Updated 2017](Lyons 1998, NRP 2000)/ 34

Who tends to get by with just a little explicit instruction and practice?Students who typically need LESS explicit instruction:Are read to more and get lots of talk about letters and letters sounds as part of that experience.Spend lots of time pretend-reading books; tend to read favorites multiple times.Have access to preschools that expose them phonological awareness and early reading activities.Have a wider range of general knowledge when entering school (from preschool, books, or experience).Possess a wider-ranging vocabulary entering school.Spend less time on screensGet frequent enrichment opportunities, and have access to tutoring as neededAdapted from: Liben & Liben, 2019/ 35

ReflectionThink about the four principles of strongfoundational skills instruction: What new or deeper understanding do youhave about systematic and explicit phonicsinstruction? What do you want to continue, change, start,or stop doing in your own practice? How will these four principles impactopportunities for students?/ 36

Thank youComments, questions, suggestionsAbby Burke, NDE Reading Specialistabby.burke@nebraska.gov/ 37

Spend lots of time pretend-reading books; tend to read favorites multiple times. Have access to preschools that expose them phonological awareness and early reading activities. Have a wider range of general knowledge when entering school (from preschool, books, or experie