March 10 2016 Reading League presentation

March 10, 2016 Event

Agenda 6:15-7:30 PRESENTATION WITH EMBEDDED

SAMPLES to expand upon January 2016 event presentation

SIGHT WORDS AND ORTHOGRAPHIC MAPPING Emphasis on early phonological awareness Phonemic proficiency Assessment of phoneme awareness

7:30-7:45 QUESTIONS / BREAK

7:45-8:30 FINISH PRESENTATION

Make sure to “JOIN” at www.thereadingleague.com!

January 14 Event• Highlighted research proving that reading words

“by sight” is not accomplished using visual memory of whole words. We do not read words as visual units, therefore we should not teach that way.

• Emphasized new understandings about phonemic proficiency and orthographic mapping

If you take anything away tonight, let it be

this!SIGHT WORDS =

AUTOMATIC WORDSWHAT THEY ARE

Words that POP!They are impossible to suppress

reading!

ALL WORDS CAN BE SIGHT WORDS Regularly spelled words

Irregularly spelled rule breakersFrequent words

Infrequent words

Remember the Stroop Test?

BLUE ORANGE BLACK

GREEN RED YELLOW

PURPLE BLUE RED BLACK

LET’S TRY IT!

Is this a sight word?(Automati

c)

strip

trips

would

mnemonic

gamut

kishminpook

wtrizzgwryt

What we don’t mean by “sight words”

• Words analyzed in any way (decoded, chunked, compared to others, thought about).

We also don’t mean only the words that are typically memorized because they’re irregularly spelled rule breakers (e.g., of, you).

REMEMBER! Automatic and accurate recognition of words eases the burden of reading, makes it more enjoyable, and frees up cognitive resources to think and learn.

THE SIMPLE VIEW

Informs assessment & instruction

PhonemicProficiency

Sight Word PoolWords Mapped to

Orthographic MemoryLetter Sound Proficiency

AUTOMATICWord

Recognition

ReadingComprehension

LanguageComprehension

VocabularyKnowledge

BackgroundKnowledge

Knowledge ofText and Sentence

Structures

Based on : Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.

PhonicDecoding

It all ties together(Sample 1– Envelope – blue paper)

In a small cluster, elect one person to read the paragraph aloud.

Read the words top to bottom, instead of left to right.

How’d the reader do?• What was the passage about?• How was the reader’s: Rate? Accuracy? Prosody?• Were the words still sight words? Why not? How did this

cause everything else to crumble?

READING FLUENCY COMES WHEN WORD READING IS EFFORTLESS.

WORD READING IS EFFORTLESS WHEN WORDS BECOME SIGHT WORDS.

Period.

Automatic

If fluency is weak, you should (choose

one):A. Use research-based fluency strategies like repeated

readings, partner reading, etc.B. Check first to see if there are significant gaps in word

recognition skills.

McKenna (2008) Retrieved from http://curry.virginia.edu/reading-projects/projects/garf/PowerPoints/Diagnostic%20Testing%20in%20RTI.ppt

If fluency is weak, you should

A. Use research-based fluency strategies like repeated readings, partner reading, etc.

B. Check first to see if there are difficulties in word recognition skills.

McKenna (2008) Retrieved from http://curry.virginia.edu/reading-projects/projects/garf/PowerPoints/Diagnostic%20Testing%20in%20RTI.ppt

If both fluency and word recognition are weak, you

should:A. Use evidence-based word recognition strategies that are explicit and systematic.

B. Check first to see if there are difficulties with phonemic awareness.

McKenna (2008) Retrieved from http://curry.virginia.edu/reading-projects/projects/garf/PowerPoints/Diagnostic%20Testing%20in%20RTI.ppt

If both fluency and word recognition are weak, you

shouldA. Use research-based word recognition strategies that are explicit and systematic.

B. Check first to see if there are significant gaps in phonemic awareness.

McKenna (2008) Retrieved from http://curry.virginia.edu/reading-projects/projects/garf/PowerPoints/Diagnostic%20Testing%20in%20RTI.ppt

Phonological awareness

word awareness

(isolate individual words in the flow of

speech)

phoneme awareness

(manipulate individual sounds of words)

onset-rime

awareness

(manipulate parts of syllables as in l-

uck)

syllable awarenes

s(blend and segment syllables of words)

Adapted from Lane, H., Pullen, P., Eisele, M., & Jordan, L. (2002). Preventing school failure: Phonological awareness assessment and instruction. Preventing School Failure, 46(3), 101-110.

is the ability to identify and manipulate sounds in spoken language. It includes:

The most advanced level of phonological awareness

Phonological Awareness vs. Phoneme Awareness (Side 1 of Reading League Knowledge Sheet)

Let’s firm up “phon-a”

Let’s firm up “phon-a”(Sample 2 – Envelope – yellow paper) Consider the instructional strategy Teacher A developed.

Which sets of pictures tap phonological awareness and which tap phonemic awareness?

Knowing the difference matters! Appropriate instructional strategies often depend on knowing the difference.For great teacher PD: Moats, L., & Tolman, C. (2009). Language Essentials for Teachers of Reading and Spelling (LETRS): The Speech Sounds of English: Phonetics, Phonology, and Phoneme Awareness (Module 2). Boston: Sopris West.

Phonological or Phoneme Awareness?

Hierarchy of PA Development

http://www.readingrockets.org/article/development-phonological-skills

Ages at which 80-90% of typical students achieve a phonological

skill

http://www.readingrockets.org/article/development-phonological-skills

Let’s understand deeply why PA is so important for word-

reading(Side 2 of Reading League Knowledge Sheet)

Questions/Break15 mınutes

ASSESSING Phoneme Awareness

TYPICAL = Oral segmentation (most popular yet least sensitive!)

(Sample 3 – Envelope – green paper)• AIMSweb/DIBELS PSF (phoneme segmentation fluency)• Teacher-made Informal phoneme awareness assessment

Discuss: The students each assessment’s scores be meaningful for What is each assessment lacking? DIBELS/AIMSweb are excellent indicators. How do they get

misinterpreted when it comes to instruction?

DIBELS/AIMSweb Phoneme Segmentation Fluency (PSF)

Sample retrieved from: https://dibels.uoregon.edu/docs/materials/psf_pm_6th_ed.pdf

beak lakebone lipcalf heelcope squirmfeel neckgame sheepgoal lock

Teacher tells the student, “Change the last sound to /t/” and orally provides

these words:

Peterson (1999)

Informal PA Assessment

Orthographic Mapping leads to sight words

Struggling readers are poor orthographic mappers because their ability to identify letter sounds and segment words is not proficient (fast and efficient with complex items).

• a process in which readers store WRITTEN words for immediate, effortless retrieval

• a means by which readers turn unfamiliar WRITTEN words into familiar, instantaneously accessible sight words

• the process responsible for automatic word recognition that explains how readers build a sight word pool

• Involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory (Ehri, 2014)

Orthographic Mapping leads to sight words

Struggling readers are poor orthographic mappers because their ability to identify letter sounds and segment words is not proficient (fast and efficient with complex items).

ORTHO / GRAPHY = correct writing (from Greek words orthos for straight and graphe for writing)• In English, ck always ends a word with a short vowel• In English, words don’t end in the letter ‘v’ alone (e.g., strive, forgive)

• Example: In reading the word “fly”, the student needs to pair the symbol (the abstract printed symbol that they see on the page) with the sound. Each symbol they see should invoke its sound

F = /f/ L = /l/ Y = /Ī/

• GOAL…when instructing, our methods should encourage students to go inside a word to read it

• AVOID: Our methods should never encourage students to “guess-read”

Using assessment to capture

automaticity AND proficiency

• Timing the assessment (e.g., looking up course availability online, knitting)o Captures automaticity piece

• Featuring items that tap ADVANCED PA = deletion and substitution (assuming student has mastered segmenting/blending)o Captures proficiency and expertness, which is complexity, advanced

stuff.

We can witness if a student is focusing working memory attention on segmenting or not.

Phonological Awareness Screening

Test (PAST)(2 sided white handout)

David Kilpatrick teaches/demonstrates

Practice with each other!

Phonological Awareness Phonemic Awareness

and the

Phonological Awareness Screening Test (PAST)

Phonemic Awareness and

the Balancing Rock

Phenomena

Balancing Rock Analogy

PHONEMIC AWARENESS

Fluent Word Recognition

Reading Comprehension

Social Studies/History, Science, Writing, Math, English, Second Language; Behavior/Attitude

School Success: Graduation vs. Dropout, Grades, Attitude, Goals

Career opportunities, job skills, college, life success; self-confidence

Quiz: How many phonemes?1. shoe2. time3. guess4. best5. yes6. though7. tax

2334324

Notice:guess vs. yes

Teachers MUST be able to distinguish letters from phonemes to properly teach phonemic awareness

The Two Types of Phonological

Awareness/Sensitivity• Phonological ANALYSIS

o Takes whole words apart• Phonological SYNTHESIS (blending)

o Combines parts to activate whole words

Segmentation vs. Manipulation

• Most programs use segmentationo Necessary, but not sufficient aspect of PAo Many struggling readers can do it but not

other PA tasks• Segmentation vs. Elision on CTOPP• The “danger” of segmentation assessment

and trainingo We could conclude “no PA difficulties” and

leave the problem unaddressed

Phonemic Proficiency

• Speed with which kids can access phonemes is what affects readingo Unconscious or “pre-cognitive”o Why manipulation tasks get at this while

segmentation tasks do not• Significance of proficiency for building the pool

sight words via orthographic mapping• Currently, only one test directly assesses

phonemic proficiency – and it’s free!

The PAST Assessment

• Phonological Awareness Screening Test (PAST)o Acronym has double meaningo Not to be confused with the other “PAST”

• Phonological Awareness Skills Test• Shows up in online searches

• It’s been around a long timeo Based on Rosner & Simon (1971)

• Reworked and improved by McInnis• It is “third generation Rosner”

• Outstanding correlation with reading o .6 to .8 elementary students; .5 adults

Levels of PhonologicalAwareness

Development*

Syllable (D, E1-3)

Syllable (E4, E5)

Onset-Rime (F, G)

Phoneme (H, I)

Phoneme (J, K, L, M)

Phonological Acquired by students who are: Awareness Level average or better struggling readers pre-K - early 1st

late 1st - 2nd

K - mid 1st

early 1st - late 1st

late 1st to late 2nd

K - late 1st

2nd to 3rd (or later)

late K - early 2nd

late 1st - late 2nd

3rd – never/partial

*Don’t worry about remembering the levels (e.g., D, F, K, etc.).

The PAST Assessment

• Based on phonological manipulationo Uses segmentation, isolation, & blending

• Also looks at automaticity of PA• Provides feedback for every item• Takes 6-10 minutes to give• Keyed into remediation program• Five versions for progress assessment• Great supplement for CTOPP• Requires some training• Currently free to use• Not normed – criterion based

Administering the PAST

• Two scoring systems: timed, untimedo 0, 1, Xo Timing

• Routing - to speed administration• Correction for each incorrect item• Discontinuation rule• Pacing• Tabulation