~ Figure 1 The Developmental Continuum of Phonological Awareness Phoneme ! r Awareness Rhyme 1 Awareness i : . .. . . . . .. ......... . ........ . .... . . . .. = Onset-Rime "ii< Awareness Cl) C. E 0 0 () Syllable i Awareness :::s C, C :J Word Awareness l Compound-Word ! Awareness : 1 = ....................................................... : Development of Phonological Awareness Philips, Cla nc y-Me nc he tti & L o nig a n, 2008
Dime nsions of Phonologic al Awar e ne ss Sound Unit PA T asks T ask Comple xity • Wo rds • Ma tc hing • I de ntity • Sylla b le s • Ble nding • Synthe sis • Onse t-Rime • I • Ana lysis so la ting / • Pho ne me s • Se g me nting • De le tio n • Sub stitutio n Philips, Cla nc y-Me nc he tti & L o nig a n, 2008
T he Issue of Rhyme E vide nc e sho ws tha t rhyming is no t ne c e ssa rily the mo st e vide nc e -b a se d o f the pe da g o g ic a l c ho ic e s o r the simple st pho no lo g ic a l a wa re ne ss skill to ma ste r. Philips, Cla nc y-Me nc he tti & L o nig a n, 2008
T he Issue of Rhyme T a sk Diffic ulty ◦ c a t – b a t – pig “Whic h wo rds rhyme ? ” ◦ c a t – b a t – c up “Whic h wo rds rhyme ? ” Philips, Cla nc y-Me nc he tti & L o nig a n, 2008
T he Issue of Rhyme T a sk Diffic ulty ◦ c a t – do g – ma t “Whic h wo rd do e s no t rhyme ? ◦ Sa y a wo rd tha t rhyme s with b o a t? Philips, Cla nc y-Me nc he tti & L o nig a n, 2008
Rhyming Words ◦ I n 20 se c o nds, list a ll the wo rds yo u c a n think o f tha t rhyme with the wo rd c a t ◦ I n 20 se c o nds list a ll the wo rds yo u c a n think o f tha t rhyme with the wo rd c he f
T he Issue of Rhyme ◦ Rhyme is no t a n e ntry-le ve l PA skill. ◦ Sho uld b e ta ug ht in the c o nte xt o f o nse t-rime , ra the r tha n a sta nd a lo ng a c tivity. ◦ Studie s sug g e st tha t a fo c us o n rhyming sho uld inc lude re pe a te d e xpo sure , e xplic it te a c hing o f wha t it me a ns to rhyme , a nd a hig h de g re e o f sc a ffo lding . Philips, Cla nc y-Me nc he tti & L o nig a n, 2008
T he Issue of Rhyme ◦ Rhyming is b e st ta ug ht a s o nly o ne o f se ve ra l le ve ls o f pho no lo g ic a l a wa re ne ss instruc tio n. Philips, Cla nc y-Me nc he tti & L o nig a n, 2008
L ist 10 Diffe re nt Anima ls
Wha t is the Initia l Sound? ◦ Sun ◦ Po le ◦ Sug a r ◦ Cup ◦ Sho e ◦ Ce nt ◦ Write ◦ Cha ir ◦ White ◦ Chris ◦ Ring ◦ Zippe r ◦ F ◦ xylo pho ne ish ◦ Pho ne
How Ma ny Spe e c h Sounds? 1. String 6. Cra sh 2. Jo yle ss 7. T ho ug h 3. Do dg e 8. Che w 4. Mixe d 9. Ho use 5. He a rd 10. Quie t
How ma ny sounds in your Anima l Na me s?
Phonolog ic a l Awa re ne ss De ve lopme nt
Prog re ssion ◦ L a rg e r units to sma lle r units ◦ Ma tc hing a nd synthe sis to a na lysis ◦ I nitia l so unds to fina l a nd me dia l so unds ◦ Pho ne me s tha t a re no t in b le nds to tho se tha t a re in b le nds Yo pp & Yo pp, 2011
Prog re ssion ◦ Co ntinua nt so unds to no nc o ntinua nt so unds ◦ Re c o g nitio n to pro duc tio n ◦ Use o f pic ture s/ o b je c ts to o ra l- o nly ◦ use o f c hips/ b lo c ks (re pre se nting so unds) to use o f le tte rs. Yo pp & Yo pp, 2011
By 4 Months, Infa nts c a n.. ◦ Disc rimina te the ir mo the r’ s vo ic e fro m o the r fe ma le s ◦ Disting uish utte ra nc e s in the ir na tive la ng ua g e fro m o the r la ng ua g e s ◦ Re c o g nize the sa me sylla b le in diffe re nt utte ra nc e s ◦ De te c t into na tio n Gillo n, 2018
0 to 3 Ye a rs ◦ Wide De ve lo pme nta l Va ria tio n ◦ Ac c e le ra te d Gro wth b e twe e n 3 a nd 4 Gillo n, 2018
Rhyming Skill De ve lopme nt 2 to 3 ye a rs Childre n pa rtic ipa te in sa ying o ld wo rds in nurse ry rhyme s, fing e r pla ys, so ng s a nd b o o ks tha t a re re a d to the m. 3 to 5 ye a rs Ma tc h wo rds tha t rhyme o ld 4 to 5 ye a rs Pro duc e wo rds tha t rhyme o ld Pa ulso n & Mo a ts, 2010
Allite ra tion Skill De ve lopme nt 3 to 5 ye a rs Re c o g nize wo rds with a o ld c o mmo n initia l so und 5 to 7 ye a rs Pro duc e wo rds with a o ld c o mmo n initia l so und Pa ulso n & Mo a ts, 2010
Ble nding Skill De ve lopme nt 3 to 4 ye a rs Co mb ine a se q ue nc e o f o ld iso la te d sylla b le s to pro duc e wo rds 4 to 5 ye a rs Co mb ine a se q ue nc e o f o ld iso la te d so unds to pro duc e wo rds Pa ulso n & Mo a ts, 2010
Se g me nting Skill De ve lopme nt 3 to 4 ye a rs I de ntify sylla b le s in wo rds o ld 4 to 5 ye a rs I de ntify b e g inning so unds in o ld wo rds 5 to 6 ye a rs I de ntify so unds in o ne -sylla b le o ld wo rds Pa ulso n & Mo a ts, 2010
PA Skills in De ve lopme nta l Orde r (Paulson, 2004) • Rhyming Ma tc hing • Pro duc tio n • Allite ra tio n Ma tc hing • Ca te g o riza tio n • Ble nding Sylla b le s • Onse t-rime units • Pho ne me s • Se g me nting Sylla b le s • Onse t-rime units • pho ne me s Pa ulso n & Mo a ts, 2010
Sta nda rdize d Asse ssme nt T ools ◦ PE L I – Pre sc ho o l E a rly L ite ra c y I ndic a to r ◦ myI GDI L ite ra c y+ – I ndividua l Gro wth a nd De ve lo pme nt I ndic a to rs ◦ PI PA – Pre sc ho o l a nd Prima ry I nve nto ry o f Pho no lo g ic a l Awa re ne ss ◦ CT OPP2 – Co mpre he nsive T e st o f Pho no lo g ic a l Pro c e ss
Informa l Asse ssme nt T a sks for 3 – 4 ye a rs old ◦ Co mple ting the rhyming wo rd in a nurse ry rhyme line ◦ De te c ting the wo rd fro m a se rie s o f 3 pic ture s tha t do e s no t rhyme ◦ Ma tc hing wo rds tha t rhyme Gillo n, 2018
Informa l Asse ssme nt T a sks for 3 – 4 ye a r olds ◦ De te c ting the wo rd fro m a se rie s o f 3 pic ture s tha t sta rts with a diffe re nt so und ◦ De te c ting the wo rd tha t sta rts with the sa me so und a s a ta rg e t wo rd ◦ Ble nding sylla b le s to fo rm wo rds ◦ De le ting a sylla b le fro m a wo rd Gillo n, 2018
F oste ring Phonolog ic a l Awa re ne ss T wo Appro a c he s ◦ Spo nta ne o us Oppo rtunitie s ◦ E xplic it I nstruc tio n
Whe n is Ac a de mic Instruc tion Not DAP? Whe n the c urric ulum na rro wly de fine s a se t o f spe c ific fa c ts a nd skills tha t a re ta ug ht a pa rt fro m me a ning ful c o nte xt a nd witho ut a tte ntio n to e ng a g ing c hildre n’ s inte re st. Co pple , Bre de ka mp, & Cha me r, 2013
F oste ring PA in Ve ry Young Childre n ◦ Me a ning ful L a ng ua g e E xpe rie nc e (Ora l L a ng ua g e De ve lo pme nt) ◦ Nurse ry Rhyme s ◦ Hig hlig ht the rhythm a nd pa tte rn o f spe e c h thro ug h so ng s a nd sto ry pa tte rns Gillo n, 2018
F oste ring PA in Ve ry Young Childre n ◦ De ve lo p Print Awa re ne ss ◦ Bring a tte ntio n to b e g inning so unds in wo rds ◦ Pic ture na ming a c tivitie s mo de ling c o rre c t a rtic ula tio n ◦ Ac tivitie s sho uld b e fun, no t a sse ssme nt drills. Gillo n, 2018
Phone me Awa re ne ss ◦ Dig - Do
F oste ring Phonolog ic a l Awa re ne ss ◦ Ma ke it fun ◦ E xplic itly T e a c h PA ◦ E nsure Ric h E xpo sure ◦ Pro no unc e So unds with Ca re Yo pp & Yo pp, 2011
L iste ning Ac tivitie s
L iste ning Ac tivitie s ◦ Sa y Wha t Yo u He a r? ◦ Whic h One ? ◦ I de ntify the Se q ue nc e ◦ F o llo w the L e a de r ◦ Who is spe a king ? Yo pp & Yo pp, 2011
Word Awa re ne ss T he a b ility to a tte nd to a nd ma nipula te individua l wo rds in spo ke n se nte nc e s, phra se s, o r c o mpo unds. Yo pp & Yo pp, 2011
Word Awa re ne ss Ac tivitie s ◦ Ho pping Ga me ◦ Gue ss My Wo rd ◦ Do n’ t Sa y I t ◦ 5 L ittle Mo nke ys I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute Yo pp & Yo pp, 2011
Word Awa re ne ss Ac tivitie s -~ --~ 7 How many words? 1 2 3 4 5 6 7 L _J I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute Yo pp & Yo pp, 2011
Sylla ble Awa re ne ss ◦ Hic kity Pic kity Bumb le Be e - I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute Yo pp & Yo pp, 2011
Sylla ble Awa re ne ss BEARSIE BEAR AND THE SURPRISE SLEEPOVER PARTY BERNARD WABER I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute Yo pp & Yo pp, 2011
~ Sylla ble Awa re ne ss Cut Apa rt \ : · ,., __ · ' _J , -.ir . . \ . ' ' I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute Yo pp & Yo pp, 2011
Sylla ble Awa re ne ss I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute Yo pp & Yo pp, 2011
OnSe t a nd Rime Ac tivitie s ◦ Rhyme s in a Ba g ◦ A T iske t, A T a ske t ◦ I Spy ◦ Go ing o n a Wo rd Hunt I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute Yo pp & Yo pp, 2011
OnSe t a nd Rime Ac tivitie s T rip! T ra p! I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute Yo pp & Yo pp, 2011
Phone me Ac tivitie s So und Bing o T he F a rme r in the De ll T urn I t Ove r Bre a k I t Simo n Sa ys I de ntify--- Ma tc h--- Ble nd --- Se g me nt---De le te ---Sub stitute Yo pp & Yo pp, 2011
F e atur e s Impor tant for Phonologic al Awar e ne ss Instr uc tion ◦ Syste ma tic a nd E xplic it I nstruc tio n ◦ Oppo rtunitie s fo r inc ide nta l a nd implic it instruc tio n ◦ Cle a r a nd Co nsiste nt Artic ula tio n ◦ Use o f Co nsiste nt No nve rb a l Cue s ◦ T e a c he r Unde rsta nding L e ve ls o f Diffic ulty Philips, Cla nc y-Me nc he tti & L o nig a n, 2008
L e ve ls of Sc a ffolding ◦ Hig h – use o f e xa g g e ra tio n a nd e mpha sis o n the ta rg e t so und/ se g me nt ◦ Mo de ra te – iso la tio n a nd e mpha sis o n the ta rg e t so und b y e lo ng a ting the so und in the wo rd ◦ Minimum– stre ss put o n the first so und while g iving the dire c tio ns Billo w, 2017
T hre e Princ iple s of E ffe c tive PA Instruc tion ◦ Co nspic uo us De sig n ◦ E xplic it ◦ Syste ma tic ◦ Mo de ling ◦ Sc a ffo lding ◦ Oppo rtunitie s to Pra c tic e (Guide d a nd I nde pe nde nt) a c c o mpa nie d b y F e e db a c k Billo w, 2017
F oste ring Phonolog ic a l Awa re ne ss ◦ L e tte r kno wle dg e ◦ Ora l L a ng ua g e
PA Instruc tion L a rg e a nd Sma ll Group
Oppor tunitie s for Inc ide ntal and E mbe dde d Instr uc tion ◦ I nc o rpo ra ting Pho no lo g ic a l Awa re ne ss Ac tivitie s Ac ro ss the Da y ◦ T ra nsitio ns ◦ Ce nte rs ◦ Sma ll Gro ups ◦ L a rg e Gro ups ◦ Outside Pla y
3 c onte xt for PA instruc tion ◦ Pla y a nd Pla y-like Ac tivitie s ◦ Sto rie s a nd No tic ing ◦ L e a rning Ce nte rs
Ide a s for Inc orpora ting PA into Ce nte rs ◦ Sma ll b e a ds - kids ma tc h the numb e r o f b e a ds to the so unds in a wo rd ◦ Se nso ry T a b le – Put o b je c ts re pre se nting two diffe re nt b e g inning so unds re la te d to yo ur the me . Childre n find o b je c ts a nd so rt b y b e g inning so und. ◦ Blo c ks – c hildre n c re a te sig ns fo r the ir struc ture s using inve nte d spe lling
Ide a s for Inc orpora ting PA into Ce nte rs ◦ Alpha b e t puzzle s – c o nve rsa tio n a b o ut the so und le tte rs ma ke o r wo rds tha t mig ht b e g in with tha t so und ◦ Cutting – ha ve stude nts c ut wo rds into le tte rs a nd the n ma tc h a wo rd to a pic ture
Inte rve ntion Time Intensity Tier 2 Tier I
Individualizing Instr uc tion T e a c he rs must ide ntify b o th b ro a d ● o utc o me s b e ing a ddre sse d fo r a ll c hildre n a nd individua l b e ha vio rs ta rg e te d fo r spe c ific c hildre n. Grisha m-Bro wn, & He mme te r, 2017
Individualizing Instr uc tion Bro a d o utc o me s a re o fte n c a te g o rize d b y a g e / g ra de le ve l a nd c o nte nt. I ndividua lly ta rg e te d b e ha vio rs a re b a se d o n c hildre n uniq ue ne e ds a nd de ve lo pme nt/ skill a c q uisitio n. Grisha m-Bro wn, & He mme te r, 2017
Who Be ne fits from PA Inte rve ntion? ◦ Olde r c hildre n with dysle xia a nd yo ung e r c hildre n a t risk fo r dysle xia ◦ Yo ung c hildre n a t risk fro m lo w SE S b a c kg ro und ◦ Childre n sta rting kinde rg a rte n with lo w PA skills Gillio n, 2018
Who Be ne fits from PA Inte rve ntion? ◦ Pre sc ho o l a nd Sc ho o l-a g e c hildre n with spo ke n la ng ua g e impa irme nt ◦ Strug g ling re a de rs ◦ Pre sc ho o l c hildre n who a re de a f o r ha rd o f he a ring ◦ Pre sc ho o l a nd sc ho o l-a g e c hildre n who a re na tive spe a ke rs o f diffe re nt la ng ua g e s. ◦ Yo ung c hildre n with sig nific a nt de ve lo pme nta l de la ys Gillio n, 2018
Guiding Princ iple s for Inte rve ntion ◦ PA inte rve ntio n sho uld b e inte g ra te d with le tte r-so und kno wle dg e a nd sho uld ma ke e xplic it the links b e twe e n spe e c h a nd print Cunning ha m, 1990; Ha tc he r, 1994; E hri e t a l, 2001; Sug g a te , 2016
Guiding Princ iple s for Inte rve ntion ◦ PA inte rve ntio n sho uld fo c us o n the de ve lo pme nt o f skills a t the pho ne me le ve l fo r sc ho o l-a g e c hildre n a nd the re is so me e vide nc e to suppo rt this fo r pre sc ho o le rs () Bra dy, e t a l.; Bre nna n & I re so n, 1997, L undb e rg e t a l., 1988; Ca ry & Ve rha e g he , 1994; Na nc o lis, L a wrie & Do dd, 2005; Ukra ine tz, e t a l., 2011
Guiding Princ iple s for Inte rve ntion ◦ PA I nte rve ntio n ma y invo lve a skill ma ste ry a ppro a c h o r a n inte g ra te d o r multiple skill a ppro a c h () E hri e t a l, 2001; Gillio n, 2000; Sc hne ide r e t a l., 1997; O’ Co nne r, Je nkins, L e ic e ste r & Slo c um, 1993; Slo c um, O’ Co nne r & Je nkins, 1993; to rg e se n e ta l., 1992
Guiding Princ iple s for Inte rve ntion ◦ An individua l o r sma ll g ro up a ppro a c h ma y b e ne c e ssa ry. Bra dy e t a l., 1994; T o rg e se n e t a l., 1994; Byrne & F ie lding -Ba rsle y, 1995; Ca rso n e t a l., 2013; Rva c he w&Bro sse a u-L a pre , 2015
Guiding Princ iple s for Inte rve ntion ◦ Ong o ing Pro g re ss Mo nito ring is impo rta nt . ◦ PA inte rve ntio n ma y b e mo st e ffe c tive c o mb ine d with la ng ua g e inte rve ntio n . Gillio n, 2007; Duff e t a l., 2012; Ayre s, 1995; Gillio n, 2018
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