sound letter knowledge 02

8/9/2019 Sound Letter Knowledge 02

1/16

Sound-Letter KnowledgeContinued

TE 301


2/16

Sound-Letter Knowledge

The relationship between phonology (sounds

in speech) and orthography (spelling patternsof written language)

-or-

The relationship between phonemes and

graphemes


3/16

Phonics--Consonants

Remember that there are 44 phonemes in the Englishlanguage, but only 26 graphemes

consonants: b,c,d,f,g,h,j,k,l,m,n,p,q,r,s,v,w,x,y,z

consonant digraphs are letter combinations for single soundsnot represented by a single letter:

ch (as in chair)

sh (as in wish)

th (as in father)

wh (as in whale)

ph (as in photo)

consonant blends are when two or three consonants appearnext to each other in words and their individual sounds areblended together (such as grass, belt, spring)


4/16

Phonics-Vowels

vowels: a, e, i, o, u, sometimes y and w

vowels often represent several sounds (most commonly short

and long vowel sounds)

vowel short example long example

a cat make

e bed feet

i win bike

o hot hopeu cup mule

note that long vowel sounds are typically spelled with twovowels or a silent e at the end


5/16

A little more about vowels

vowel digraphs: when two vowels represent a singlesound (such as nail, snow)

vowel dipthong: when two vowels represent a glidefrom one sound to the other (such as house, but notin through; or now, but not in snow)

r-controlled vowels: when the letter r follows one ormore vowels in a word, it influences the

pronunciation of the vowel, such as in car, air, ear,bear, first, for, more, pure

*note that none of these follow the rules of long or shortvowel pronunciation, so most kids will learn thesewords by sight.


6/16

Onset and Rime

Onset is the consonant sound (if any) that precedes the vowel

Rime is the vowel and any consonant sounds that follow it

Examples

Word Onset Rime

Black Bl ack

Nail N ail

Chore Ch ore

We tend to not use the term rime with kids so that we dontconfuse rime with rhyme

Instead, we use the term word families


7/16

What does decoding have to dowith phonics?

Readers blend or combine sounds in order to

decode words Identify each sound in a word then blend them

together into a word

Ever heard someone try to figure out each letter

sound and then blend them together real fast? [that

doesnt work to decode because that assumes thatall you need to decode is letter-sound knowledge]

Decoding involves both the phonics part and

phonemic awareness part


8/16

Ways in Which Readers Read Words*

Decoding: identifying sounds of individual letters orclusters of letters and blending them

Analogy: recognizing a new word based on analready known word

Prediction: guessing what the words might be basedon initial letters, words before and after in the text, orcontextual cues

Sight: reading automatically words that have alreadybeen committed to memory

*** These are not mutually exclusive -- a reader canuse more than one of these with a single word


9/16

Sight Reading

Readers get to a point of reading words automatically by or bysight by forming connections between graphemes in the

spellings and phonemes underlying the pronunciations ofindividual words (pg. 367-368)

Sight reading is reliant upon knowledge of letter-soundrelationships

Builds a mnemonic relationship between words and pronunciationsin memory

Need alphabetic knowledge to secure sight words in memory,including knowledge of letter shapes, phoneme pronunciations andthe graphemes (print) that represent the phonemes (sound)

(Ehri, L.C., & McCormick S. (2006) Phases of word learning: Implications for instruction with delayed and disabled readers. In R.B.

Ruddell and N.J. Unrau (Eds.). Theoretical Models and Processes of Reading(pp. 365-389). Newark, DE: InternationalReading Association)


10/16

What Makes

ASig

h

tW

ordA

Sigh

tWord?

Some people talk call high frequency words

such as she, the, and was sight words, butactually a sight word can be any word you

read automatically. For most of us,

metamorphosis is a sight word! So when

referring to words like she, the, and was,please use the term high frequency words.


11/16

Phases ofWord Learning

Pre-alphabetic Typical in preschool and kindergarten

Partial-alphabetic Typical in kindergartners, novice first graders and older

problem readers

Full-alphabetic

Consolidated-alphabetic Automatic-alphabetic

(Ehri, L.C., & McCormick S. (2006) Phases of word learning: Implications for instruction with delayed and disabled readers. InR.B. Ruddell and N.J.Unrau (Eds.). Theoretical Models and Processes of Reading(pp. 365-389). Newark, DE: InternationalReading Association)


12/16

Pre-Alphabetic Phase

Alphabetic knowledge not used when reading words

Limited to reading words from memory of their appearance

alone These words are most often names or print from the environment

(like Cheerios or McDonalds)

May guess words from context

Pre-alphabetic phase in action:

Reading words frequently encountered in environment (Target,McDonalds)

Using select meaning-bearing cues (like remembering lookbecause it has two eyes in the middle

Guessing based on contextual cues (such as seeing an illustrationof a convertible but reading car instead of wheels)

(Ehri, L.C., & McCormick S. (2006) Phases of word learning: Implications for instruction with delayed anddisabled readers. In R.B. Ruddell and N.J. Unrau (Eds.). Theoretical Models and Processes of Reading

(pp. 365-389). Newark, DE: International Reading Association)


13/16

Partial-Alphabetic Phase

Readers remember to words by sight using partial-alphabetic cues

Previously called the visual recognition stage as children could

begin to detect letters in words Evidenced by:

Using partial letters combined with context cues to guess the word(such as using the illustration of a farm with the word beginning with band guessing barn) but the reader may often misread words (e.g.,horse for house)

May overlook some letters in the words (such as seeing block and

knowing the b and k sounds but overlooking loc and saying bookinstead of block)

Often know the sounds of letters whose names are informative of thesound (k and /k/) but might not know second sounds of letter (hard c/k/ or w because the letter name is not informative)

Dont decode unfamiliar words(Ehri, L.C., & McCormick S. (2006) Phases of word learning: Implications for instruction with delayed and disabled readers. In R.B. Ruddell

and N.J. Unrau (Eds.). Theoretical Models and Processes of Reading(pp. 365-389). Newark, DE: InternationalReading Association)


14/16

Full-Alphabetic Phase

Readers use orderly relationships for matchingsounds to letter they see in words

Behaviors in full-alphabetic phase Working knowledge of the major grapheme-phoneme

relationships and can match phonemes to graphemes (anddecode)

Decoding is slow in the beginning of this phase but

increases with practice Increase sight word bank as they encounter more words

and successfully decode them

May combine strategies (such as decoding and analogy) toread and then store words in sight word bank

(Ehri, L.C., & McCormick S. (2006) Phases of word learning: Implications for instruction with delayed and disabled readers. In R.B.Ruddell and N.J. Unrau (Eds.). Theoretical Models and Processes of Reading(pp. 365-389). Newark, DE: International

Reading Association)


15/16

Consolidated-Alphabetic Phase

Focus is more on spelling chunks

What we see: Learning chunks of letters that recur in differentwords and their pronunciations, such as affixes,root words, onsets, rimes and syllables

Continue depositing into sight word bank but canalso remember multi-letter combination in addition

to single graphemes (and less likely to confusewords)

Use hierarchical decoding which allows thereader to think about the influence of certainletters or groups of letters on the word (such ascutter vs. cuter)

(Ehri, L.C., & McCormick S. (2006) Phases of word learning: Implications for instruction with delayed and disabled readers. InR.B. Ruddell and N.J. Unrau Eds. . Theoretical Models and Processes of Readin . 365-389 . Newark, DE:


16/16

Automatic-Alphabetic Phase

Proficient reading

Highly developed automaticity and speed inidentifying new words

Most words encountered are in the readerssight vocabulary

Unfamiliar words can be decoded using avariety of strategies(Ehri, L.C., & McCormick S. (2006) Phases of word learning: Implications for instruction with delayed and disabled readers. InR.B. Ruddell and N.J.

Unrau (Eds.). Theoretical Models and Processes of Reading(pp. 365-389). Newark, DE: InternationalReading Association)

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