Hearing and Recording Hearing and Recording Sounds in Words Sounds in Words

Big Payoff in Writing Big Payoff in Writing andand Reading Reading

Leslie McBaneLeslie McBane

““Reading and writing both Reading and writing both represent oral language represent oral language

written down. They are as written down. They are as close as two hands, the left close as two hands, the left

hand assisting the right hand hand assisting the right hand and both are able to work and both are able to work

together.”together.”Literacy Lessons, Part IILiteracy Lessons, Part II, p. 121., p. 121.

Session GoalsSession Goals• Maximize our understanding of how learning Maximize our understanding of how learning

to to hear and record sounds in words hear and record sounds in words in writing in writing supports supports learning to look at print learning to look at print in reading,in reading,

• Become convinced of the necessity of taking Become convinced of the necessity of taking the time to the time to establish the task of HRSW,establish the task of HRSW,

• Learn what in early writing Learn what in early writing proceduresprocedures can can contribute to early reading contribute to early reading progressprogress, and, and

• Look ahead to the middle of the lessons series Look ahead to the middle of the lessons series once these subroutines are in place.once these subroutines are in place.

HRSW HRSW Fall Samples Fall Samples

• What does the child notice about the printed What does the child notice about the printed code? code?

• What has captured the child’s attention? What has captured the child’s attention? • What issues need to be addressed? What issues need to be addressed? • How might what we see here influence the How might what we see here influence the

way this child is looking at print?way this child is looking at print?

On the One Hand—The Processing On the One Hand—The Processing Challenge of WritingChallenge of Writing

• ““Writing helps children organize and engage their Writing helps children organize and engage their neural networks to visually analyze print. The neural networks to visually analyze print. The processing challengeprocessing challenge is is– first to hear the sound segments (syllables), thenfirst to hear the sound segments (syllables), then– to hear the order of sounds in spoken words, thento hear the order of sounds in spoken words, then– to analyze the sequence of sounds in the new words to analyze the sequence of sounds in the new words

children want to write.children want to write.In order to accomplish the In order to accomplish the action sequenceaction sequence, children must, children mustcoordinate the movements of their eyes as they visually scan coordinate the movements of their eyes as they visually scan

thetheword and produce it. (Clay 2001).”word and produce it. (Clay 2001).”

– Teaching Struggling Readers, p. 102. Teaching Struggling Readers, p. 102.

On the Other Hand—The Processing On the Other Hand—The Processing Challenge of ReadingChallenge of Reading

• ““Children must learn how to attend to each word Children must learn how to attend to each word while reading a line of print…. The while reading a line of print…. The processing processing challengechallenge is to locate words in a line of print by is to locate words in a line of print by – attending to, attending to, – focusing on, and focusing on, and – pointing to pointing to one word after anotherone word after another.”.”

• The The action sequenceaction sequence involves involves seeing, pointing, seeing, pointing, and and saying saying behaviors.behaviors.– Teaching Struggling Readers, p. 100.Teaching Struggling Readers, p. 100.

Hierarchical Issues in Writing: Hierarchical Issues in Writing: HearingHearing

• Syllable breaksSyllable breaks• Saying a word slowlySaying a word slowly• Recording sounds Recording sounds

heard, regardless of heard, regardless of sequencesequence

• Recording sounds heard Recording sounds heard in sequencein sequence

• Attending to spelling Attending to spelling patternspatterns

Hierarchical Issues in Reading: Hierarchical Issues in Reading: SeeingSeeing

• Some features of printSome features of print• Rules about directionRules about direction• Words in a line in Words in a line in

sequencesequence• Letters in a word, left to Letters in a word, left to

right, in sequenceright, in sequence

So, how does writing help with So, how does writing help with reading?reading?

Writing

Organizes and engages neural

network

Gives glimpses of what the child is

attending to

Forces attention to hierarchical

concepts

Gives glimpsesof how child is

processing information

Writing helps to buildWriting helps to build

processes needed for searching

strategies usedto combine and check information

sources of knowledge

awarenessof how toconstructmessages

What procedures are in What procedures are in Literacy Literacy Lessons Lessons for for hearinghearing??

• Section Seven: Section Seven: Hearing Hearing and Recording Sounds and Recording Sounds in Wordsin Words– About phonemic About phonemic

awarenessawareness– ThisThis is where letter is where letter

sounds are learned—first sounds are learned—first by hearing and then by hearing and then learning to attach a learning to attach a symbol to the sound symbol to the sound

What procedures are in What procedures are in Literacy Literacy Lessons Lessons for for lookinglooking??

• Chapter One: Chapter One: Learning Learning to to looklook at Print at Print– Learning about directionLearning about direction– Locating what to attend Locating what to attend

to in printto in print– Spatial layoutSpatial layout– Seeing something he Seeing something he

recognizesrecognizes– What is ‘reading’ during What is ‘reading’ during

these early lessons?these early lessons?

Establishing the Task of HRSWEstablishing the Task of HRSW

• ““The activities in this section are The activities in this section are designed to help a child designed to help a child to hear and to to hear and to think about the order of sounds in spoken think about the order of sounds in spoken words. This has to do with the ears words. This has to do with the ears hearing sounds and transmitting hearing sounds and transmitting messages about those sounds to the messages about those sounds to the brain.”brain.”

To write some new words a child To write some new words a child must:must:

• Attend closely,Attend closely,• Hear the word spoken,Hear the word spoken,• Articulate the word slowly,Articulate the word slowly,• Analyze words into a Analyze words into a

sequence of sounds,sequence of sounds,• Identify what sounds he can Identify what sounds he can

hear, andhear, and• Deal with the order or Deal with the order or

sequence in which the sequence in which the sounds occur.sounds occur.

– Literacy Lessons, Part Literacy Lessons, Part TwoTwo, p. 70., p. 70.

Reading Recovery Procedures: Reading Recovery Procedures: Early Learning Early Learning

““All children should begin at the beginning All children should begin at the beginning of these procedures.”of these procedures.”

• Hearing SyllablesHearing Syllables• Hearing the SoundsHearing the Sounds

– Step One: Slow articulation and hearing Step One: Slow articulation and hearing sounds/phonemessounds/phonemes

– Step Two: Using the boxes for hearing the sounds Step Two: Using the boxes for hearing the sounds in words (phonemic analysis)in words (phonemic analysis)

Early Learning VideotapesEarly Learning Videotapes

• What can the child control?What can the child control?• What is she learning?What is she learning?• How is the teacher scaffolding the task?How is the teacher scaffolding the task?• Is the child ready to move to the next Is the child ready to move to the next

task?task?

Intermediate StepsIntermediate Steps

• Now, a box on the working page for each Now, a box on the working page for each sound of the unknown word.sound of the unknown word.

• Initially—lots of input from the teacherInitially—lots of input from the teacher– Modeling correct sound analysisModeling correct sound analysis– Prompting correct letter sound associationsPrompting correct letter sound associations– Gradual release of responsibilityGradual release of responsibility

Some pointers:Some pointers:• Accept a sound the child can hear clearly, even if the Accept a sound the child can hear clearly, even if the

letter form is unknown (provide model or write it in)letter form is unknown (provide model or write it in)• ““What can you hear?”What can you hear?”• ““How could you write it?”How could you write it?”• ““Where will you put it?”Where will you put it?”• Accept any order at first!Accept any order at first!• Shift from “what can you hear?” to “what letters Shift from “what can you hear?” to “what letters

would you expect to see?”would you expect to see?”

Intermediate Steps VideotapeIntermediate Steps Videotape

• What can child hear?What can child hear?• How is the child attending to sequence?How is the child attending to sequence?• Who is articulating the word slowly?Who is articulating the word slowly?

Implications in Early Writing Implications in Early Writing ProgressProgress

““When the When the eyeeye and and earear and and handhand are jointly are jointly involved in the involved in the management of a task management of a task they send three they send three differentdifferent messages to messages to the brain, messages the brain, messages picked up by picked up by differentdifferent senses.”senses.”

Change over time, Change over time, p. 16p. 16

Implications in Early Writing Implications in Early Writing ProgressProgress

• The task is to teach children to The task is to teach children to hear the soundshear the sounds..• The brain is required toThe brain is required to

– listen forlisten for , ,– findfind , and , and– link link

• Task provides opportunities to form new networks Task provides opportunities to form new networks that then carry out these activities at speed that then carry out these activities at speed as the as the child child reads reads and writes. and writes.

– Literacy Lessons, Part Two, Literacy Lessons, Part Two, p. 80.p. 80.

Learning to Look at PrintLearning to Look at Print• ““How, precisely, does How, precisely, does

learning to hear the sounds learning to hear the sounds in words (as in using in words (as in using Elkonin boxes) involve Elkonin boxes) involve auditory perception and auditory perception and visual perception?visual perception?

• How does slow articulation How does slow articulation of a word help auditory of a word help auditory perception and visual perception and visual perception?”perception?”

• Change over time, Change over time, p. 165.p. 165.

Letter-Sound RelationshipsLetter-Sound Relationships• ““Is the child aware of the visual form and its Is the child aware of the visual form and its

features?features?• Can the child hear the sound in the spoken Can the child hear the sound in the spoken

word?word?• Has the child linked these two things?Has the child linked these two things?The learner has to The learner has to link link a visual form with aa visual form with aphoneme (sound) in order to ‘learn’ a letter-phoneme (sound) in order to ‘learn’ a letter-

soundsoundrelationship.”relationship.”

Literacy Lessons II, Literacy Lessons II, p. 119.p. 119.

Think about it!Think about it!

““When teachers explain When teachers explain things to children, they things to children, they cannot assume that their cannot assume that their words have taught the words have taught the child’s eyes and brain to child’s eyes and brain to locate, recognize, or use locate, recognize, or use this information.”this information.”

By different paths, By different paths, p. 120.p. 120.

Learning to deal with a sequence Learning to deal with a sequence of symbols:of symbols:

Checking on:Checking on:• Words in a sentenceWords in a sentence—children must be able —children must be able

to separate out the words in oral language “Did to separate out the words in oral language “Did you have enough [run out of] words?”you have enough [run out of] words?”

• Letters within a wordLetters within a word—children must be able —children must be able to separate out (articulate) the sounds of a to separate out (articulate) the sounds of a letter sequence within a word “Check it! Does letter sequence within a word “Check it! Does it look right and sound right?”it look right and sound right?”

Writing shows up in LTLAP:Writing shows up in LTLAP:• Page 6: “eyes and the muscles and the hands Page 6: “eyes and the muscles and the hands

can all reinforce this learning about direction.”can all reinforce this learning about direction.”• Page 14: “Insistence on a left-hand starting Page 14: “Insistence on a left-hand starting

point for each line in writing seems to point for each line in writing seems to establish the preferred behaviour.”establish the preferred behaviour.”

• Spatial layout section: pp. 18-20.Spatial layout section: pp. 18-20.• Page 24: Three ways of rememberingPage 24: Three ways of remembering• Page 25: “Daily writing consolidates learning Page 25: “Daily writing consolidates learning

about letter forms.”about letter forms.”

Writing shows up in LTLAP:Writing shows up in LTLAP:• Page 27: “Give the child verbal instructions, and Page 27: “Give the child verbal instructions, and

guide his hand if necessary. Have the child write the guide his hand if necessary. Have the child write the letter…”letter…”

• Page 33: “Text reading and writing demands that Page 33: “Text reading and writing demands that disparate kinds of knowledge are pulled together.”disparate kinds of knowledge are pulled together.”

• Page 34: “Moving the finger left to right through a Page 34: “Moving the finger left to right through a word can be easily matched with saying the word word can be easily matched with saying the word from beginning to end.”from beginning to end.”

• Page 40: “One way of remembering a word in all its Page 40: “One way of remembering a word in all its detail is to be able to write it.”detail is to be able to write it.”

• Page 42: “Choose words from…yesterday’s Page 42: “Choose words from…yesterday’s writing….”writing….”

How can I design lessons which How can I design lessons which make the most of writing’s make the most of writing’s contribution to reading?contribution to reading?

• Give significant time to writing in early Give significant time to writing in early lessonslessons

• Encourage flexibilityEncourage flexibility• Know what the child controlsKnow what the child controls• Be prepared for shifts in performanceBe prepared for shifts in performance• Remain tentativeRemain tentative

Writing in Early LessonsWriting in Early Lessons

““Teacher with higher student outcomes during Teacher with higher student outcomes during the first time period tended to spend more time the first time period tended to spend more time on writing as compared to teachers with lower on writing as compared to teachers with lower student outcomes….Teachers who used student outcomes….Teachers who used writing to the full potential might have been writing to the full potential might have been more successful in working for early learning more successful in working for early learning gains.”gains.”

Partners in Learning, Partners in Learning, p. 71.p. 71.

Encourage FlexibilityEncourage FlexibilityProvide a large menu to choose from!Provide a large menu to choose from!

Literacy Lessons, Part II, Literacy Lessons, Part II, p. 123.p. 123.

How?How?• Massive practice in text readingMassive practice in text reading• Rich messages in writingRich messages in writing

““Opportunities to go well beyond the production of a Opportunities to go well beyond the production of a single letter-sound relationship and to use chunks or single letter-sound relationship and to use chunks or clusters or patterns of letters occur across the whole clusters or patterns of letters occur across the whole Reading Recovery lesson.”Reading Recovery lesson.”

Literacy Lessons, Part II, Literacy Lessons, Part II, p. 125.p. 125.

Know what the child controlsKnow what the child controls• Teach on correct responding. Use the Teach on correct responding. Use the known known

vocabularyvocabulary of the child’s reading books and of the child’s reading books and his own writing for any study of words. his own writing for any study of words.

• Help the child to move easily around his Help the child to move easily around his secure knowledge. (get what’s known to need secure knowledge. (get what’s known to need little attention). How? Massive practice!little attention). How? Massive practice!

• Prompt towards words you think the child will Prompt towards words you think the child will be familiar with in oral language. (big, dig, be familiar with in oral language. (big, dig, pig,--what’s left?)pig,--what’s left?)

Be prepared for shifts in Be prepared for shifts in performanceperformance

• Capture evidence of better estimates of what a Capture evidence of better estimates of what a word might be. (substitutions on work page in word might be. (substitutions on work page in writing or in rr in reading)writing or in rr in reading)

• Encourage children to check by looking Encourage children to check by looking andand hearing when reading. “Does it look right and hearing when reading. “Does it look right and sound right?” (do first on correct responding)sound right?” (do first on correct responding)

• Watch for “rather different words” in writing Watch for “rather different words” in writing vocabulary which provide generative power. vocabulary which provide generative power.

Remain TentativeRemain Tentative

• Think carefully about why a child responded Think carefully about why a child responded as he did.as he did.

• Ask, “What were you thinking?” “Why did Ask, “What were you thinking?” “Why did you stop?”you stop?”

• Ask the child questions on p. 111 and 132 of Ask the child questions on p. 111 and 132 of LLLL!!

• Teach the child to “Have a go” on the working Teach the child to “Have a go” on the working pagepage

Middle of the Lesson SeriesMiddle of the Lesson Series What to watch for:What to watch for:

• ““Writing vocabulary expands steadily. The Writing vocabulary expands steadily. The child understands how to use phonological child understands how to use phonological analysis of his speech with some independence analysis of his speech with some independence and also gives attention to some orthographic and also gives attention to some orthographic features.features.

• Able to hear most consonants (except ‘buried Able to hear most consonants (except ‘buried ones’) and knows most letters. Now the child ones’) and knows most letters. Now the child usually works left to right on letters and first-usually works left to right on letters and first-to-last on phonemes. Is gaining independence to-last on phonemes. Is gaining independence on regular spellings.”on regular spellings.”

Literacy Lessons, Part I, Literacy Lessons, Part I, p. 50p. 50

Remember!Remember!• ““Longitudinal research Longitudinal research

evidence shows that the evidence shows that the prediction [of survival prediction [of survival in the classroom] is in the classroom] is more at risk if the more at risk if the writing has been writing has been neglected, and allowed neglected, and allowed to lag behind reading to lag behind reading progress!”progress!”

Literacy Lessons, Part I,Literacy Lessons, Part I, p. 28. p. 28.