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Phonological Awarenessand Teaching English as a
Second Language
Linda SiegelUniversity of British Columbia
Vancouver, CANADA
Special Thanks to:
• Suk Han Lee and colleagues at the EMB• EMB• Mei Lan Au• Alice Lai• Nonie Lesaux, Orly Lipka, Rose Vukovic• Chinese Rhenish Church Hong Kong Synod• Hong Kong Institute of Education• Ian Smythe
Aims of this presentation
• To understand the role of phonological awareness in the development of English speaking, reading and writing
• To understand the English language learning of ESL speakers
• To understand how to develop English language skills in ESL speakers
Inspiration for the ideas
English Immersion in Xian
– Also Beijing, Lanzhou, Guangzhou, Shanghai
North Vancouver Canada – ESL teaching
Hong Kong EMB Project
How Is Language Learned?
• A child’s first language is learned by listening and speaking.
• Reading and writing comes much later after there is a good oral language foundation.
• Children speak first in single words and then in short sentences.
• Children learn nouns, adjectives, and verbs first. Grammar comes later.
Good Language Education
• Listening and speaking are stressed to help develop comprehension and reading skills.
• Conversation and oral language skills, not dictation, are important.
Principles
• Listening skills are about the ability to extract meaning from a string of words.
• Reading is about extracting meaning from a series of written words.
Principles
• You cannot extract meaning from spoken language unless you understand the meaning of words.
• Understanding of sounds precedes understanding of the written word.
Terminology
• Phonological Awareness – the ability to break down speech into smaller segments
• Phoneme – the smallest unit of sound
• Phonics – a method of teaching reading that emphasizes the association of sounds with letters
Terminology
• Phonological awareness training – teaching the sound structure of words– Auditory training
• Phonics training – teaching the connection between sounds and letters– Training with print
Teaching English
1. It is important to first develop oral language skills.
2. Phonological awareness skills should be taught orally without print.
3. Phonological awareness training helps children learn vocabulary and reading skills.
Danger of teaching writing early
1. They will learn English like they learn to write Chinese – as a series of keystrokes. This limits the size of the vocabulary.
2. They can never develop fluent and accurate reading.
3. They will have trouble with talking to people and writing good English.
North Vancouver Study
Aims of the Vancouver Study
• Identify children at risk for literacy difficulties
• Provide an appropriate intervention
• Assess the effectiveness of the intervention
Longitudinal Study• Screening at age 5 when
children enter school• Tested every year on
reading, spelling, arithmetic, language and memory skills
• Results at grade 6 – age 12
Longitudinal Sample
• All the children in the North Vancouver School District
• 30 schools• Varying SES levels• 20% English as a Second
Language (ESL)
• Arabic• Armenian• Bulgarian• Cantonese• Croatian• Czech• Dutch• Farsi
• Japanese• Korean• Kurdish• Mandarin• Norwegian• Polish• Punjabi• Romanian
Languages In The Study
FinnishFrenchGermanGreekHindiHungarianIndonesianItalian
RussianSerbianSlovakSpanishSwedishTagalogTamilTurkish
normales
L1 English ESL
Kindergarten
Dyslexic
Normal
Dyslexic
Normal
Grade 6
L1 English ESL
KINDERGARTEN SCREENING
•LETTER IDENTIFICATION
•MEMORY
•PHONOLOGICAL PROCESSING
•SYNTAX
•SPELLING
Letter Identification
c r m k b w os y t a u d qx l g e z n jp h v i f
Phonological Processing
the
and
sit
when
book
anacampersote
mithridatism
qualtagh
ucalegon
groak
Phonological Awareness
• Ability to break speech down into smaller units
words syllables phonemes
Syllable Identification
Rhyme Identification
Phoneme Identification
Working Memory
Sentence RepetitionSentences are spoken orally to the child and
the child is required to repeat them exactly.
Examples.Drink milk.I like ice cream.The boy and girl are walking to school.The girl who is very tall is playing
basketball.
Oral Cloze
• child’s name
• mom
• dad
• cat
• I
• no
SIMPLE SPELLING
LAUNCH INTO READING SUCCESS
• RHYME DETECTION• INITIAL SOUNDS • SEGMENTATION• BLENDING• SOUND DISCRIMINATION
Other Important Abilities
• Vocabulary – understanding and producing the meanings of words
• Syntax – understanding the basic grammar of the language– Differences between Chinese and English
• Verb tenses• Plurals • Articles
LITERACY ACTIVITIESLISTENING TO STORIES
ACTING OUT STORIES
SINGING SONGS
LETTER OF THE WEEK
LETTER COOKIES
0
10
2030
40
50
6070
80
90W
RA
Tre
ad
ing
WJ
wo
rdid
en
tifi
ca
tio
n
WJ
wo
rda
tta
ck
Me
an
pe
rce
nti
le
English normalreader
ESL normalreader
English RD
ESL RD
Grade 6
MEASURES OF READING
0
10
20
30
40
50
60
Stanford reading comprehension
Me
an
pe
rce
nti
le
English normalreader
ESL normalreader
English RD
ESL RD
Grade 6
READING COMPREHENSION
0
10
20
30
40
50
60
70
80
90
WRAT3 Spelling
Mea
n P
erce
nti
le
Englishnormal reader
ESL normalreader
English RD
ESL RD
Grade 6
SPELLING
Englishnormal reader
ESL normalreader
English RD
ESL RD
Grade 5
Phoneme Deletion
SES & Reading
0
0.1
0.2
0.3
0.4
0.5
0.6
K-97 K-98 Grade 1 Grade 2 Grade 3
SES & Spelling
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
K-97 K-98 Grade 1 Grade 2 Grade 3
Conclusions
• It is possible to identify children at risk for reading disabilities in kindergarten.
• It is possible to provide a classroom based intervention to bring these children to at least average levels of reading.
• Children learning English as a second language can perform at native speaker levels and bilingualism may be an advantage.
Hong Kong EMB Project
Primary 1
AIMS OF THE PROJECT
• Improve English oral language skills of P1 children in Hong Kong– Vocabulary and Grammar
• Train phonological awareness skills
• Improve reading skills
Hong Kong Study
• Experimental group received phonological awareness training
• Control group - same SES
• All government schools – mostly low SES
Study Design
• Experimental and Control Schools
• Pretest Fall 2002
• Intervention for Experimental Schools 2002-2003
• Post-test Summer 2003
Components• Only English is used in the
classroom• Build up vocabulary & ability to
follow English instructions • Use of games, story-telling, etc. to
provide rich English language environment
INITIAL PHONEME DELETION
Pre-test Post-test
Experimental
Control
WORD READING
Post - test
Experimental
Control
PSEUDOWORD READING
POST-TEST
expcontrol
PICTURE NAMING
POST-TEST
expcontrol
Oral Cloze
• Tony _______ a happy boy.
• I eat oranges _____bananas.
• There are some books_____the bag.
• I have two_____.
ORAL CLOZE
Pre-test Post-test
Experimental
Control
First Steps in English
Dr. Alice Lai
Prof. Linda Siegel
Dr. Ian Smythe
Project funded by the QEF
Conclusions
• Phonological awareness training improves reading, vocabulary, and syntactic skills
• Phonological awareness training can be implemented in the classroom
• ESL students benefit from PA training
Grade 5 Spelling
0
10
20
30
40
50
60
70
80
90
Pe
rce
nti
le
A
Kindergarten
SYNTACTIC AWARENESS
0
0.5
1
1.5
2
2.5
Ora
l Clz
e m
ea
n s
co
re
Grade 5
SYNTACTIC AWARENESS
0
1
2
3
4
5
6
7
8
9
10
Ora
l Clo
ze (
11)
Phonological Awarenessand Teaching English as a
Second Language
Linda SiegelUniversity of British Columbia
Vancouver, CANADA
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