Early Literacy Essentials for the SLP 3/19/2015 OSHLA

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1 Early Literacy Essentials For The SLP: Practical Intervention and Consultation Strategies That Work Presented for the: 2015 Convention Columbus, Ohio March 19th, 2015 Steven M. Griffin, M.A. CCC SLP Director of Literacy and Reading Intervention Reynoldsburg City School District, Reynoldsburg Ohio Big Five Ideas In Reading 1. Phonemic Awareness* 2. Alphabetic Principle* Basic Code Advanced Code 3. Fluency* 4. Vocabulary 5. Comprehension (14 of 72) Subskills Necessary to Reading Information obtained from Reading Reflex by Carmen and Geoffrey McGuiness. 1. Ability to scan text from left to right. 2. Ability to match visual symbols to auditory sounds, such as the symbol <t> = the sound /t/. 3. Ability to blend discrete sound units into words. 1

2 Subskills Necessary to Reading (Continued) 4. Ability to segment words into sounds. 5. Ability to understand that sometimes two or more letters represent a sound. 6. Ability to understand that most sounds can be represented in more than one way. 7. Ability to understand that some components of the alphabetic code can represent more than one sound. Advanced Alphabetic Code Code Variation: Goat, Toe, Row, Dough, Most, Note Code Overlap: Cow Tow Steak, Read, Bread Duwayne s Work Sample List One Tap Tap Rub Rub Sat Sat Flip Flip Stamp Stamp Skip Skip Drops Drops 7/7 = 100% List Two Boat Boot Toe - Tow Said - Said Steak - Stack Snow - Sno Dough - Dow Through Therw 1/7 = 14% 2

3 Elizabeth s Work Sample List One Tap Tap Rub Rub Sat Sat Flip Flip Stamp Stamp Skip Skip Drops Drops 7/7 = 100% List Two Boat Bout Toe Teo Said Said Snow Snow Dough Dow Steak Stacke Through True 2/7 = 29% Duwayne 6 th Grade Reading Errors Inviting Microorganisms Optimized Purified Require Alternatives Word Sort Answers tic taps boat limits tip stop said insist hit stamp showtemper map snowmention tap great steak dough through 3

4 Comprehension Fluency Predict Text Picture Cues Word Within Word Decoding Skills Guessing Memory Comprehension Fluency Decoding Skills Guessing Comprehension Fluency Decoding Skills Guessing Advanced Alphabetic Code Basic Alphabetic Code Phonemic Awareness 4

5 Quick Phonics Screener QPS Test Protocol Super System for Sight Words Sight Words v. High Frequency Words Sight Word Super System Super System Class Sheet Super System Tracking K/HF Sight Word List First HF Sight Word List Whole Group Lesson Student Generated Word List Suggested Sequence oe ow ae ee ie ue/oo Generating List Highlighting Sounds 5

6 Advanced Code Flash Cards Max Sight Word Flip It (itunes Store) 6

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8 Fluency Builders Basic Code, Advanced Code, Digraphs The Fluency Builders 9:43 The note The note from Moe The note from Moe said The note from Moe said to The note from Moe said to go The note from Moe said to go home. Mapping Mapping Template Word Lists Aaliyah 1 Aaliyah 2 Aaliyah 3 readingresource.net/readingactivities II.html 8

9 Correcting Problems/Error Handling Student Might Need Practice Saying Sounds As They Map Them Don t let students map silently. Encourage students to say sounds as they write letters. Help by saying sounds as they write them. Children need to see and hear the symbols linked to letters/letter combinations. Correcting Problems/Error Handling Student Might Have Difficulty Decoding Words. If students have difficulty blending the sounds together, say sounds for them. If they still have difficulty, may need more blending practice. Correcting Problems/Error Handling Student Might Read Sound Pictures Incorrectly Say the correct sounds in isolation as you point to each sound picture correctly. Have student read the word again, correctly. 9

10 Correcting Problems/Error Handling Student Might Guess At Words Do Not Guess. Read the Word! Glad/Glow Must look at all the letters. If this was glad it would show g l a d. Emphasize the /a/ sound as you point to the ow sound picture in the word glow. Word Detectives Word Detectives Head Hunter twocandoit.blogspot.com Keyword: head hunter 10

11 Mini Poster Templates & Student Desk Reference Poster Template Poster Template Student Desk Ref. II.html Decodable Text z.com First Grade Reading Fluency Passages Advanced Code Core Activities Sight Word Super System: all students Word lists Adv code flashcards or Sight Word Flip It app Mapping: all students Highlight Single sound Fluency builders Sentences by sound Chart Multiple sound Decodable text Highlight Echo Repeated read 11

12 Phonological Awareness vs. Phonemic Awareness vs. Phonics? When you think phonological awareness, think ears. Phonological awareness is independent of print. When you think phonics, think eyes and ears. It involves print AND sound. You can have phonological awareness without phonics, but you can t have phonics without phonological awareness. 12

13 Standard Rationale According to Gillon (2004), Phoneme awareness performance is a strong predictor of long term reading and spelling success and can predict literacy performance more accurately than variables such as intelligence, vocabulary knowledge, and socioeconomic status Reading Comprehension Reading Fluency Reading Decoding (CLS, WWR) Phonemic Awareness 13

14 Reading Comprehension Reading Fluency Reading Decoding Phonemic Awareness Review Subskills Necessary for Reading 1. Ability to hear, identify & manipulate phonemes. 2. Ability to match visual symbols to auditory sounds, such as the symbol <t> to the sound /t/. 3. Ability to blend discrete sound units into words. 4. Ability to segment words into sounds. Video Phonological Awareness Word Level Hearing Rhyming Words Producing Rhyming Words Blending Words Into Compound Words Segmenting Sentences into Words Syllable Level Blending Syllables Segmenting Syllables Manipulating Syllables Phonemic Awareness Phoneme Level Can isolate initial, final, medial sounds Blending Phonemes Segmenting Phonemes Manipulating Phonemes 14

15 Phonological Awareness Checklist Hierarchy of Phonological Awareness More Resources for PA Rhyme Time Bingo Phonological Awareness Packet Sound Boxes Spelling Mats App ABC READING MAGIC 1 Basic Code Hierarchy ccvcc ccvc cvcc cvc vc 15

16 Medial Vowel Sequence i e u o a Medial Vowel Sequence Books Phrases/Sentences Word Chains Words Basic Code Activities/Resources Letters/Sounds The Reading Lesson Learning Letters & Sounds 16

17 Basic Code Activities/Resources Word Level Letter Cards and Shirts CVC Word List Slow Check Slow Check Words CVC Cards (Quiz, Quiz, Pass) Who Has Game Spelling Mats Read It Write It Stamp It activities.html Basic Code Activities/Resources Word Level CVC Stamping Center CVC Flower Game activities.html Paint Samples Small/Large Group 17

18 Basic Code Activities/Resources Phrase Sentence Level Basic Code Fluency Builders Fluency Builder Game Roll and Record Sentences Basic Code Sentences vities.html Basic Code Activities/Resources Passages/Books First Grade Fluency Passages w/ Comp Starfall.com Reading A Z TeacherPayTeacher CVC Bingo CVC Word Search Basic Code Activities/Resources APPS Letter School TrainPhonics Sound It Out ABC Reading Magic 1 ABC Reading Magic 2 ABC Reading Magic

19 READ O Home School Literacy Connection READ O READING FLUENCY Repeated, Echo & Whisper (choral) Reading 19

20 Causes of Dyslexia Simplified Neurological Classic dyslexic born with a neurological glitch in his posterior reading system. Environmental Reading struggles the result of poor instruction, disadvantaged language environment, etc. Flags for Specific Learning Disability Woodcock Johnson Visual Auditory Learning Retrieval Fluency Rapid Picture Naming Phon. Processing CTOPP Rapid Naming 20

21 Introduction of new skills: DECODING Letter names & sounds Basic Code: VC & CVC Basic Code: CVCC & CCVC Advanced Code: 1 Sound, Single syllable Advanced Code: NEW sound, Single syllable REPEATED READS, ECHO READS, CHORAL (whisper) READS Generalization/mastery of skills: FLUENCY Letter names & sounds Phrases, Sentences, Books Primer passages, Leveled text (B, C, D) (for all basic code) Sentences, Decodable text, Leveled text (continue sequence) Sentences, Decodable text, Leveled text (continue sequence) Multisyllabic words: REWARDS Phonemic Awareness Repeated reads with grade-level texts REWARDS R = Reading E = Excellence W = Word A = Attack and R = Rate D = Development S = Strategies Anita Archer, Mary Gleason, Vicky Vachon Why Was REWARDS Developed? Assuming you cannot read MS words? The of the a.they saw the need for a strong. At the same time, they did not want to take away all from the states. Like most, they that state would the needs and of their. Hall. The American Nation (1994) published by Prentice 21

22 Here s What You Missed! The framers of the Constitution faced a difficult conflict. They saw the need for a strong national government. At the same time, they did not want to take away all power from the states. Like most Americans, they believed that state governments would better understand the special needs and concerns of their citizens. Hall. The American Nation (1994) published by Prentice Necessary Pre Skills 1. Prefixes 2. Suffixes 3. Vowel sounds and combinations 4. Blending letters and syllables 5. Language 6. Vocabulary What is REWARDS? A researched validated program. To teach intermediate and secondary students a strategy for decoding multisyllabic words. A program that increases students oral and silent reading fluency. A short term intervention. 22

23 Who Is It Designed For? Students who: Are in 4 th through 12 th grades. Have mastered skills associated with 1 st and 2 nd grade. Have difficulty reading long words. This program is appropriate for struggling students reading between the 2.5 and 5.0 grade level and/or Have poor Fluency. This program is appropriate for students who read grade level materials slowly ( words per minutes) After Participating in REWARDS Students Will Decode previously unknown multisyllabic words containing two to eight word parts. Accurately read more multisyllabic words within sentences. Accurately read more multisyllabic words found in content texts and class materials. Have an expanded vocabulary. Read narrative and expository text accurately and fluently. Experience increased comprehension as accuracy, fluency and vocabulary increases. Have more confidence in their reading ability. Why Explicitly Teach Multi Syllabic Words? Word recognition skills are the most pervasive and debilitating source of reading challenges. The ability to decode long words is the major difference between good and poor readers. Poor decoders, even those who can decode single syllable words, have a difficult time with multisyllabic words. (Just & Carpenter, 1987) Low decoders Pronounce fewer affixes and vowel sounds correctly Disregard large portions of letter information Two to four times as likely to omit syllable 23

24 Why Explicitly Teach Multi Syllabic Words? Many new words in intermediate and secondary materials. From fifth grade on, average students encounter approximately 10,000 words that they have never previously encountered in print. (Nagy & Anderson, 1984) Most of these new words are longer words having two or more syllable. The longer words are often content words that carry the meaning of the passage. Why Explicitly Teach Multisyllabic Words? Decoding instruction often ends in second grade. Unfortunately, the number of multi syllabic words begins to dramatically increase in third grade. Students need a flexible strategy for pronouncing long words. No relationship exists between knowledge of syllabication rules and successful reading. (Canney & Schreiner, 1997) REWARDS (Intermediate) REWARDS (Original/Secondary) REWARDS Plus: Reading Strategies Applied to Social Studies Passages REWARDS Plus: Reading Strategies Applied to Science Passages 24

25 Where Can This Program Be Used? General education classes in intermediate grades (4 th, 5 th, and 6 th ), students who read between 2.5 and 5.0 reading level. Special reading classes Remedial Reading Special Education Compensatory Education Programs Intensive Programs Summer School Interim sessions Extended day Who Can Teach This Program? General education teacher Title teacher Special education teacher Remedial or compensatory education teacher Well trained para professional with a small group or individual Well trained tutor working with an individual What Materials Are Included In REWARDS? Teacher s Guide Introduction 25 Lessons/Intermediate 20 Lessons/Secondary Preskills (Lessons 1 15 Intermediate & Lessons 1 12 Secondary) Strategy instruction (Lessons Intermediate & Lessons 13 20) Generalization to sentence and passage reading Fluency building Blackline masters for overheads Pre, post, and generalization tests Additional support materials Fluency Graph 25

26 What Materials Are Included In REWARDS? (con t) Overhead Transparencies Blackline Masters included in TG Pre made transparencies for purchase Posters Student Book Video Optional (but helpful) Research Based &Validated Techniques Included in REWARDS The Decoding Strategy Overt Covert Active Student Participation Repeated Reading Fluency Strategies for Reading Long Words Overt Strategy 1. Circle the word parts(prefixes) at the beginning of the word. 2. Circle the word parts (suffixes) at the end of the word. 3. Underline the letters representing vowel sounds in the rest of the words. 4. Say the parts of the word. 5. Say the parts fast. 6. Make it into a real word reconstruction 26

27 Overt Strategy expansion REWARDS Lesson 1, Lesson 20 Lesson 1 Lesson 20 Strategies for Reading Long Words Covert Strategy Covert Strategy 1. Look for prefixes, suffixes, and vowels. 2. Say the parts of the word. 3. Say the whole word. 4. Make it a real word. reconstruction 27

28 Cited References ASHA s Literacy Gateway Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., and Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88(1), 3 17 Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first to fourth grades. Journal of Educational Psychology, 80(4), McGuiness, Carmen, and Geoffrey McGuiness Reading Reflex: The Foolproof Phono Graphix Method For Teaching Your Child to Read. New York: Fireside, 1999 Shaywitz, S.E., Fletcher, J.M., Holahan, J.M., Schneider, A.E., Marchione, K.E., Stuebing, K.K., Francis, D.J, Pugh, K.R., and Shaywitz, B.A. (1999). Persistence of dyslexia: The Connecticut longitudinal study at adolescence. Pediatrics, 104(6),

29 A boy named Tom was at the bus stop. He was waiting for the school bus. There was no one there but him. The bus was late. Tom began to talk to himself. "Maybe the bus forgot me," he said. Then Tom heard a dog barking. He looked up and saw his dog, Spot, running down the road. Spot ran to Tom. He was so happy to see Tom that he jumped into Tom's arms. Just then, Tom heard the bus coming. He didn't have time to take Spot home. There was no time to think. Tom grabbed Spot and hid him under his coat. The bus pulled up to Tom's bus stop. Tom got on the bus and went to the back. His friend Jack had saved a seat for him. Just as Tom sat down, a little yelp came from under his coat. "What do you have under there, Tom?" asked Jack. "If I tell you, do you promise not to tell?" replied Tom. "You bet. I'm your best friend, aren't I?" asked Jack. Tom told Jack what had happened. He asked his friend what he should do. Jack had an idea. "You can tell the teacher you have something very cool for show and tell. Then you could call your mom and have her come and pick up Spot." Tom decided that's what he would do. His teacher was surprised. His mom was mad, but Spot was very happy Licensed to Slate Ridge Elementary For the School Year DN A boy named Grade 1, Passage 4 Copyright 2001 Edformation, Inc All Rights Reserved.

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32 tic insist taps boat said limits temper snow dough great stamp tap tip hit map steak show mention stop through Group 1 Group 2 Group 3 Group 4

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