EDITED_Phonology Revisited, CDL , 2015 (Moats)

Phonology Revisited: What You Need to
Know (and Do) That is Not in the CCSS
— Louisa Moats —
Plain Talk About Reading
February 9-11, 2015 | New Orleans
About the Presenter
Louisa Moats
Louisa C. Moats, Ed.D., has been a teacher, psychologist, researcher, graduate school
faculty member, and author of scientific journal articles, books, and policy papers on
the topics of reading, spelling, language, and teacher preparation. After a first job as
a neuropsychology technician, she became a teacher of students with learning and
reading difficulties, earning her Master’s degree at Peabody College of Vanderbilt.
Later, after realizing how much more she needed to know about teaching, she earned
a doctorate in Reading and Human Development from the Harvard Graduate School
of Education. Louisa spent the next 15 years as a licensed psychologist, specializing
in evaluation and consultation with individuals who experienced reading, writing,
and language difficulties. Louisa was the site director of the NICHD Early Interventions Project in
Washington, DC, where she was invited to testify to Congress three times on teacher preparation and
reading instruction in high poverty schools. She recently concluded 10 years as research advisor and
consultant with Sopris Learning. Louisa was a contributing writer of the Common Core State Standards,
Foundational Reading Skills for grades K-5. In addition to the LETRS professional development series,
her books include Speech to Print: Language Essentials for Teachers, Spelling: Development, Disability,
and Instruction, Straight Talk About Reading (with Susan Hall), and Basic Facts about Dyslexia. Louisa’s
awards include the Samuel T. and June L. Orton award from the International Dyslexia Association for
outstanding contributions to the field.
About CDL
Founded in 1992, the Center for Development and Learning (CDL) is a results-driven 501(c)(3) nonprofit
organization. CDL’s mission is to improve the life chances of all children, especially those at high risk, by
increasing school success. We believe that all children, regardless of how they look, where they come
from, or how they learn, can and will achieve school success when provided with highly effective teachers
and positive, supportive learning environments.
CDL’s services fall into three silos:
1. Evidence-based professional development for teachers, principals, teacher leaders, related specialists, paraprofessionals, parents and caregivers
2. Direct services to students
3. Public engagement of stakeholders at all levels
CDL’s professional learning services comprise approximately 85% of our work. For over 18 years,
we have been a trusted source of specialized professional learning services for educators. CDL’s
professional learning is designed, facilitated, evaluated and adjusted to meet the needs of the learners.
In collaboration with school and district leaders and teachers, we examine student and teacher data
and build professional learning in response to student and teacher performance. We evaluate progress
frequently and adjust accordingly.
We have special expertise in literacy, building collaborative capacity, leadership and talent management,
high-yield teaching strategies and tactics, differentiated instruction, and learner-specific instruction. Call
us – we are ready to serve you.
One Galleria Blvd., Suite 903 | Metairie, LA 70001
Phone: (504) 840-9786 | Fax: (504) 840-9968 | Email: [email protected] | Web: www.cdl.org
PLAIN TALK ABOUT READING AND LEARNING
New Orleans, LA |February 9-11, 2015
Phonology Revisited: What You Need
to Know (and Do) That is Not in the
CCSS
Louisa C. Moats, Ed.D.
([email protected])
meaning
(semantics)
discourse structure
morphology
language
sentences
(syntax)
phonology
Phoneme awareness is the aspect of
phonology that predicts reading and
spelling.
Production
of Speech
Context
(background information, Processor
sentence context)
Automatic
vocabulary,
morphology
Phoneme
Awareness
Meaning
Processor
speech
sound system Phonological
Processor
phonics
letter memory
Orthographic
Processor
writing output
speech output
Metalinguistic
Phonemes held in working memory create mental
“parking spots” for graphemes.
writing system
(orthography)
Four Major Brain Systems Recruited for
Reading…
Phonological
Processing
Phonological
Memory
pragmatics
reading input
On the whole, children with reading problems
are relatively weak in phonological awareness
(Fletcher, Lyon, Fuchs, & Barnes, 2007)
Age Adjusted Standardized Score
Reading Difficulty Groups /b/ /ē/ /ch/ // /z/ /sh/ /ā/ /p/ 1
0.5
IQ- Consistent
-0.5
-1
-1.5
Problem Solving
The Center for Development and Learning
IQ-Discrepant
0
Concept
Formation
Phonological
Awareness
Rapid Naming
Vocabulary
Paired Associate
Learning
Visual Motor
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PLAIN TALK ABOUT READING AND LEARNING
New Orleans, LA |February 9-11, 2015
5 Year Olds Before Learning To Read
Right
Left
Right
Left
Why Is Phoneme Awareness Challenging
for Novice Learners?
A Phoneme is a Mouth Gesture
“ Children faced with the task of learning to read in an alphabe�c Consonant sounds are closed speech sounds.
What is your mouth doing as you say each of
these sounds?
script cannot be assumed to understand that le�ers represent phonemes because awareness of the phoneme as a linguis�c object is not part of their easily accessible mental calculus, and because its existence is obscured by the physical proper�es of /p/ (pop) /t/ (tip)
/b/ (bob) /d/ (dip)
/m/ (mob) /n/ (nip)
/k/ (back)
/g/ (bag)
/ng/ (bang)
the speech stream.” (A. Liberman, 1989, Haskins Laboratories of Yale University) Allophonic Variation: Which is the best
keyword to associate with each
phoneme?
CAVEAT! Phonological Deficits
Characterize MANY But Not ALL
Students with RD
short e, /ĕ/ -­‐-­‐-­‐ egg; elephant; engine; Ed; echo short I, /ĭ/ -­‐-­‐-­‐ igloo, Indian, itch consonant /d/ -­‐-­‐-­‐ desk, dress consonant /t/ -­‐-­‐-­‐ table, train, twin L Some students do well on phonological processing tests but s�ll can’t read or spell words proficiently L Some students do well on phonological processing tests but have specific problems with reading comprehension L Some students learn to read and spell in spite of poor performance on phonological processing measures (e.g., the C-­‐TOPP) The Center for Development and Learning
Ellio� & Grigorenko, The Dyslexia Debate, 2014 2
PLAIN TALK ABOUT READING AND LEARNING
New Orleans, LA |February 9-11, 2015
Subtypes of Reading Difficulty
Oral and Written
Language
Comprehension
Fluency of Word
Recognition and
Passage Reading
Phonological
Processing and
Word Recognition
Word percep�on, memory, and retrieval depend on phonological processing. /f/ /l/ /u/ /sh/ /f/ /l/ /e/ /sh/ /f/ /r/ /e/ /sh/ assess, access secede, succeed rela�ve, relevant Recogni�on of word form enables access to word meaning (Perfe�, 2011) Direct Teaching of Phoneme
Awareness Pays Off
Intervention! (NRP, 2000)
The National Reading Panel concluded that
“ . . . teaching children to manipulate phonemes
in words was highly effective under a variety of
teaching conditions with a variety of learners
across a range of grade and age levels and that
teaching phoneme awareness (PA) to children
significantly improves their reading more than
instruction that lacks any attention to PA.”
Before and After Effective Intervention –
Brain Activation Patterns Change
Right
Gains from training in phonological
awareness in kindergarten predict reading
comprehension in Grade 9!
Kjeldsen, Niemi, Olofsson, & Witting (2014),
Scientific Studies of Reading, 18:452-467.
First-Grade
Left
Before
Intervention
7th-Grade
After
Intervention
The Center for Development and Learning
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PLAIN TALK ABOUT READING AND LEARNING
New Orleans, LA |February 9-11, 2015
Consonant Phonemes by Place and Manner of Articulation
Summary So Far
L Phonological processing weaknesses typically characterize poor readers at all ages L Phoneme awareness tasks (segmen�ng, iden�fying and manipula�ng individual speech sounds in words) are important predictors of risk L Some students with reading difficul�es do not demonstrate weaknesses in PA L Teaching PA in the first year of schooling has las�ng beneficial effects lips
(bilabial)
stops
unvoiced
voiced
nasals
teeth
on lips/
labiodental
between
teeth
(interdental)
behind
teeth
(alveolar)
roof of
mouth
(palatal)
back of
throat
(velar)
/p/
/b/
/t/
/d/
/k/
/g/
/m/
/n/
/ng/
/f/
/v/
fricatives
unvoiced
voiced
/th/
/th/
/s/
/z/
glottis
/sh/
/zh/
/ch/
/j/
affricates
unvoiced
voiced
glides
/y/
unvoiced
voiced
liquids
/l/
/wh/
/w/
/h/
/r/
Phoneme Segmentation of “Hard Words”
,
Vowel Sounds of English, by Articulation
LANGUAGE SPEECH, AND HEARING SERVICES IN SCHOOLS, October 2008, 39, 512–520
% correct
ǝ
yu
Phoneme Awareness: How
Many Speech Sounds?
ice _______
sigh ______
peak _____
keep ____
weight ______
cheese _____
song _______
fox ______
The Center for Development and Learning
knuckle sing think poison squirrel quick box start fuse use SLPs
90 71 75 60 51 70 61 31 21 17 Teachers
73 45 41 34 18 11 10 6 3 3 Think Sound, Not Spelling
Phonological awareness
can be done in the dark!
Pronunciation (articulation) is key.
A phoneme is NOT a letter!
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PLAIN TALK ABOUT READING AND LEARNING
New Orleans, LA |February 9-11, 2015
Children Confuse Sounds That Are Alike
Which Errors are Phonologically
Driven?
EFRY
every
INEMS
items
PASMET
basement
GOACH
SGAT
fan
pet
dig
garage
skate
mob
rope
Refer to Mouth Position When
Teaching Speech Sounds
L How high is the tongue?
L What part of the tongue (tip, middle
or root) is lowered or raised?
L What is the position of the lips?
L Is the sound stopped or continuous?
Nasal or not nasal?
Ehri, L. (2014) Scientific Studies of Reading
General Principles of Instruction
L brief [10–15 minutes], distributed,
frequent lessons
L two to three activities within a lesson
L goal is phoneme segmentation/ blending
by first grade
L progressive differentiation of what’s in a
word – larger linguistic units to smaller
The Center for Development and Learning
wait
dream
blade
chunk
coach
sled
stick
fright
shine
snowing
PA Benchmarks Between Ages 4–9
Typical Age
Skill Domain
4
Rhyme identification, alliteration.
5
Rhyme production, phoneme matching, syllables
counting.
Onset-rime, initial consonant isolation.
5.5
6
Phoneme blending, segmentation (simple).
6.5
Phoneme segmentation, blending, substitution.
7
Initial and final sound deletion.
8
Deletion with blends.
9
Longer and more complex deletion tasks.
Explore Phonological Space
(words)
syllables
onset-rime division
production of rhyme
Phonemes [match, blend, segment, delete]
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PLAIN TALK ABOUT READING AND LEARNING
New Orleans, LA |February 9-11, 2015
General Principles, Teaching PA
L teach the IDENTITY of each sound
L have children produce words and sounds
L model, lead observe (I do one, you do one)
L give immediate corrective feedback
L use movement – vocal, manual, whole body
L transition to letters as appropriate.
Sound Substitution With
Colored Blocks
Using Sound Boxes
L Say the word.
L Model: listen as I say the sounds.
L Guided practice: let’s do one together.
L Now you map the sounds.
/sh/
/ar/
/k/
Sound Chaining with Colored
Blocks
L Show me “shop”.
steem
L Now show me “chop”.
stream
L Now show me “chip”.
street
streets
Exercise: Minimal Pairs and Sound
Chaining
L three, free, tree, tee, teem, steam, stream, streams, streets L rain, ____, ______, ______, Phonemic Awareness: Sound
Reversal
pay
male
sick
lime
Max
sign
zone
The Center for Development and Learning
chow
safe
note
file
ice
6
PLAIN TALK ABOUT READING AND LEARNING
New Orleans, LA |February 9-11, 2015
Correcting Spelling Errors with
Reference to the Mouth
Example: Hold your nose!
med
pasmet
trasplant
quitet
(mend)
(basement)
(transplant)
(quintet)
Additional Strategies to Correct
Confusions
L Did I say cloud or clown?
L Say this after me: “ir-reg-u-lar” “nucle-ar”
L Is your word (“abset”) the same as
mine? “absence” What is different?
L What was the word we just learned?
(word retrieval)
Teaching Adaptations…
L Reduce competing noise.
L Say everything clearly and at an
appropriate volume.
L Ask children to look at you when you
speak. Touch if necessary.
L Ask for oral production of sounds and
words.
L Write or use pictures and objects as you
talk.
References
“Know your stuff; know who to
stuff; and know how, when, and
in what way to stuff.”
Adams, Foorman, Lundberg, & Beeler (1998).
The Phonemic Awareness Curriculum.
Baltimore: Brookes Publishing.
Brady, S., Fowler, A., & Braze (2011) Explaining
individual differences in reading. Psychology
Press.
McCardle, P. & Chhabra, V. (2004). Voice of
evidence from reading research. Brookes
Publishing.
Moats, L.C. (2009) LETRS, Module 2. Sopris
Learning.
Joe Torgesen
The Center for Development and Learning
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