The Science of Reading: Basis in Phonology for Teachers of Grades 3 - 6

R.I.S.E.(Reading Initiative for Student Excellence)

Training: Day 1

Check In

You will have 3 minutes to “check in”.

Do whatever you need to do so that you can be

mentally and physically “checked in” for

learning.

- e-mail

- Facebook

- chat

- etc. http://www.timer-

tab.com/

Norms

• Begin and end on time.

• Be an engaged participant.

• Limit sidebar conversations.

• Put your electronic devices aside.

• Keep phones on vibrate.

• Take phone calls outside.

• Take care of your own needs.

Creating your Lexicon

Sections:

● Research Support

● New Knowledge

● Classroom Connections

● Reflection

In Greek, lex means word, so a lexicon is a

book of words.

Learner Objectives for the Day

• Examine the goals of R.I.S.E. (Reading

Initiative for Student Excellence).

• Understand the implications of the Simple View

of Reading and the Four-Part Processor.

• Analyze the role of phonology in reading.

• Understand how to intervene and remediate

problems in phonological awareness.

“All children deserve the promise that books

hold. Whether they transport us to another

world, make us laugh or cry, teach us

something new, or introduce us to people we

wouldn’t otherwise meet, we are thankful for

their gifts. In turn, all children deserve the gift

of reading. And as educators, we bear the

responsibility and honor of delivering that gift.”

Blevins, W. (2017). Teaching Phonics & Word Study in the Intermediate

Grades. p.5. New York, New York: Scholastic.

The Gift of Reading

Act 1063

Beginning with the 2018-2019 school year, a public school

district and an open-enrollment public charter school shall

provide the following professional development in scientific

reading instruction:

(A) For teachers licensed at the elementary level,

professional development for one (1) of the prescribed

pathways to obtaining a proficiency credential in knowledge

and practices in scientific reading instruction; and

(B) For teachers licensed at a level other than the

elementary level, professional development for one (1) of

the prescribed pathways to obtaining an awareness

credential in knowledge and practices in scientific reading

instruction.

Prescribed Pathways for

Proficiency CredentialAll teachers employed in a teaching position that requires an

elementary education (K-6) license or special education (K-12)

license shall demonstrate proficiency in knowledge and

practices of scientific reading instruction by completing both

phases of a prescribed pathway. This includes any teacher

employed in grades K-6 teaching English Language Arts,

Math, Science or Social Studies. Other non-core academic

areas in K-6 must show awareness in the Science of Reading

(e.g., Art, Music, PE, Library Media, Counselor,

Administrators).

Phase I outlines professional learning that meets the

knowledge and practices in scientific reading instruction

approved by the ADE. Phase II provides for demonstration of

knowledge and practices in scientific reading instruction.

Two-Year Plan

R.I.S.E. GR. 3-6

Year I: Emphasis on Word

Recognition

Day 1 The Science of Reading:

Basis in Phonology

Day 2 Phonics

Day 3 Morphology and

Etymology

Year II: Emphasis on

Language Comprehension

Day 4 Vocabulary: Word

Level Comprehension

Day 5 Text Level

Comprehension

Day 6 Putting It All Together

What Are the Goals of

R.I.S.E.?

Goal 1: Sharpen the focus and

strengthen instruction.

Goal 2: Create community

collaboration.

Goal 3: Build a culture of

reading!

Qualities of

Reliable Research

Q Q

Qualitative

Quantitative

r-r Replicated

Sample size

Hypothesis

Evidence-based

Peer reviewed caps it

off!

Research Based Sources

The Impact of Illiteracy

on Society● As reported in Adult Literacy in America: A First Look at the

Results of the National Adult Literacy Survey, individuals

demonstrating lower levels of literacy were more likely to be

out of the labor force.

● Children who are not reading proficiently by fourth grade are

four times more likely to drop-out of high school, and

according to the National Assessment of Educational

Progress, only 34 percent of America’s fourth graders read at

grade level.

● 14% of 18- to 24-year olds were not attending school, were

not working, and had a high school diploma or less in 2008.

The rate of disconnected young adults varies from a high of

20% in Arkansas to a low of 8% in Iowa and North Dakota.

Current Reality in Arkansas

32% of 4th grade students in Arkansas were proficient in reading (National Assessment of Educational Progress, 2017) (68% were not proficient.)

29% of 8th grade students in Arkansas were proficient in reading (National Assessment of Educational Progress, 2017) (71% were not proficient.)

41.1% of 3rd-10th grade students were proficient in Reading (ACT Aspire, 2018) (58.9% were not proficient.)

30% of graduating seniors in Arkansas met reading readiness benchmarks (ACT, 2018) (70% were not ready.)

How Can We Fix

the Reading Problem?

...teachers are “the most important

school factor in how much children

learn” (Colvin & Johnson, 2007, p. 36).

From Focus by Mike Schmoker, pp. 50-51

Decoding Language Comprehension

Reading ComprehensionX =

Simple View of Reading Tunmer & Gough 1986

“The simple view of reading says that if a student can quickly

and effortlessly read the words in a given passage, and if that

student can understand that same passage when it is read to

her, it follows that the student should be able to comprehend

that passage when she reads if herself.” From Essentials of Assessing, Preventing, and Overcoming Reading Difficulties,

page 46

Decoding

Phonological Awareness

Phonics

Subskills of DecodingTunmer & Gough 1986

The ability to hear the sound

structure of spoken words.

A subset of phonological awareness dealing with

individual sounds.

Phonemic Awareness

The relationship between sounds

and print.

Language Comprehension

Vocabulary

Listening ComprehensionText Comprehension

Subskills of Language ComprehensionTunmer & Gough 1986

Understanding the meaning of spoken words and phrases

Having the language skills, including background knowledge

and inferencing skills, to understand oral language or text

when read aloud

Decoding Language Comprehension

Reading ComprehensionX =

Phonological Awareness

Phonics

Fluency Vocabulary

Listening ComprehensionText Comprehension

Simple View of Reading Tunmer & Gough 1986

Phonemic Awareness

Implications of the Simple View

D x LC = RC

0 x 1 = ?

1 x 0 = ?

.5 x .5 = ?

0

.25

0

-Gough & Tunmer, 1986H1, H2

Children Vary on a Continuum of

Reading Ability

Information adapted from An Introduction to Language and Literacy (page 15) by

Dr. Mary E. Dahlgren

Stop and Think

What did you learn from the

quadrant activity?

Does this reflect the makeup of

your classroom? How can you

intervene?

The Reading Brain

Why is learning to read so tricky?

Neural Systems for Reading

Four-Part Processor

Seidenberg & McClelland, 1989

Adams, 1990Decoding

Language

Comprehension

H3

Speaking Is Natural;

Reading and Writing Are Not

Reading and writing are acquired skills

for which the human brain is not yet

fully evolved (Liberman, Shankweiler, &

Liberman, 1989). Human brains are

naturally wired to speak; they are not

naturally wired to read and write.

-Reading Rockets

Stop and Think

Think about what you have

learned about how reading

occurs in the brain.

Explain the process to a

partner.

The Reading Process

What Does the

Research Say?

Reid Lyon, “Unless identified early on and taught by expert

teachers using detailed and intensive approaches

emphasizing teaching both in phonological awareness and

phonics instruction, children who learn poorly in the third

grade can be expected to learn poorly throughout middle-

and high-school grades.” (1996, p.71)

Henry, Marcia K., (2010). Unlocking Literacy - Effective Decoding & Spelling Instruction, 2nd Edition.

Baltimore, Maryland: Brookes Publishing. (page 14-15)

Critical Components of

Reading Instruction

From the National Reading Panel Report,

published in 2000:

• Phonemic Awareness

• Phonics

• Fluency

• Vocabulary

• Comprehension

Do You Have Kids Who

Write Like This?

When Beals was a live there was something called rasism in our world today there is still rasism. a good example of rasism is a person I know had a rashel experiences a boy said slave go put up this for me because she was black. This is one of millings of experiences in our would that people have had. My grate grandmother was fell blood jerecky and she want to merry a white man but she was told she was not aloud to but she merry him because she loved him. In Amerack there is a bunch of different tips of groups it would be impossible for every body to agery on the same thing. So sins we have a free country I pressingly do not think that it is possible for every body to ageryon the same thing. Rasism is a big problem maby in the fucher(future) this problem will be fixed.

What Is Phonological

Awareness?

Phonological awareness is having an

awareness of sounds in spoken words,

whether syllables, onsets, rimes, or

individual phonemes (sounds).

WordSyllable

Onset-Rime Phoneme

Word Awareness

Readers with word awareness can discriminate

individual words in spoken language.

Syllable Awareness

Readers with syllable awareness understand

that a word must contain at least one vowel

sound. Each vowel sound and the surrounding

consonant sounds form a syllable.

Onset-Rime Awareness

Readers with onset-rime awareness

understand that each syllable in a word can be

broken down into onsets and rimes.

• Onset: Any consonant sounds that come

before the vowel.

• Rime: The vowel and any consonant

sounds following it.

Rime vs. Rhyme

The words socks and clocks have the same

rime - ocks.

Words with the same rime will rhyme because

the vowel and any consonant sounds following

the vowel will sound the same.

The words clocks and fox rhyme even though

the rimes are spelled differently because the

rimes sound the same.

Small, but Mighty:

The PhonemeWhen readers understand the individual

phonemes, or sounds, in a written word, they

do not need to be directly taught every word

because they can reorder the sounds to create

new words. I have never seen this word before-dwell, but I can

pronounce it because I can add

/d/ to well.

Phonemic Awareness Tasks

• Identification

• Isolation

• Blending

• Segmentation

• Addition

• Deletion

• Substitution

Let’s Try It!

When Skills are Acquired

and Become Proficient

Typical Readers Low Achieving Readers

Syllable Level Pre K to Kindergarten Pre-K to Second Grade

Onset-Rime

Level

Early Kindergarten to

Early First Grade

Late Kindergarten to

Second Grade

Basic Phoneme

Level

Mid First Grade to Early

Second Grade

Early Second to Fourth

or Never

Advanced

Phoneme Level

Late First Grade to Third

Grade

Often Never

David Kilpatrick, Equipped for Reading Success, page 19

Phonemic Awareness

“... there is no “statute of limitations” on training

phonemic awareness. If phonemic awareness

is interfering with reading skills at any age,

additional progress will be minimal unless the

phonemic awareness difficulties are corrected

(Bruck, 1992; Truch, 1994).”

Essentials of Assessing, Preventing, and Overcoming Reading Difficulties by

David Kilpatrick, page 117

Assessing Phonological

Needs

H4, H5

Targeted Instruction

Lessons in phonological awareness with older

students need to be in short bursts of

instruction.

Targeted instruction needs to address gaps as

noted on assessments.

Moving from Accurate to Proficient

Being correct

Being correct in

multiple

situations.

Being correct

and quick at all

times.

Teaching Phonological

Awareness

Multisensory Techniques:

1. Use Phonics/Spelling to Illustrate

Phonological Awareness

Concepts

2. Use Visual-Spatial Cues

3. Reinforce Segmentation Skills

4. Oral CuesFrom Equipped for Reading Success, pages 77-84

H6

Reinforcing Phonological

Awareness

H7

Additional Phonological

Awareness Activities

As you read, pay particular attention to the

instructional activities.

Make note of useful ideas.

Read the article found at

https://bit.ly/2vGtL1V to learn more

about teaching phonological

awareness to older students or use

the QR code.

Stop and Think

Have you had any important

realizations about phonological

awareness, including

phonemic awareness?

What Are the Phonemes?

What Is the Difference

Between the Major

Types of Phonemes:

Vowels and Consonants?

Impact of Dialect

“Teaching kids to “code-switch”

between their home dialect and the

dialect spoken at school, (Dr. Julie)

Washington has come to believe, is

an important step toward creating a

more level playing field.”

Consonant Phonemes Phonemes created when the flow of air is obstructed by the teeth, lips, tongue, or throat.

Cognates: Phonemes that are articulated in a similar way.

/p/

/b/

/t/

/d/

/k/ /ch/

/g/ /j/

Stops:The sound cannot be

continued; a puff of air.

Unvoiced:

No

vibrations in

vocal cords

Voiced:

Vibrations

in vocal

cords

Continuants:The sound

can be continued; a continuous

stream of air.

Unvoiced:

No

vibrations in

vocal cords

Voiced:

Vibrations

in vocal

cords

/f/

/v/

/th/

/th/

/s/

/z/

/sh/

/zh/

H8

Consonant Phonemes Phonemes created when the flow of air is obstructed by the teeth, lips, tongue, or throat.

/m/

/n/

/ng/

Nasals Glides/Airs

/w/

/hw/

/h/

/y/

Liquids

/l/

/r/

The Vowel Phonemes:Speech sounds which are open, voiced, and continuous.

Tongue height and position distinguish these sounds.

Tongue is in front; mouth is smiley.

Tongue is in back; mouth is rounded.

Diphthongs:

vowels that glide in the middle

R-Controlled

Tongue is low;

mouth is open.

The terms long and short are not accurate for describing the duration of a vowel sound. “Long” vowels are actually tense because there is more tension in the tongue than in the production of “short” vowels, which are lax.

/ē/feet

/ĭ/itch

/ā/ape

/ə/banana

/ĕ/edge

/ă/apple

/ī/ice

/ŏ/octopus

/ŭ/up

/aw/hawk

/ō/open

/o͝o/book

/ōō/spoon

/yū/unicorn

/oi/boy

/ou/ouch

/er/bird

/ar/arm

/or/fork

Adapted from Moats, L.C., & Tolman, C. (2016). Language Essentials for Teachers of Reading and Spelling (3rd ed.). Dallas, TX: Voyager Sopris Learning. H9

Check Your Understanding

Evidence of Phonological

Weaknesses

The Science of Reading Works!October 31, 2018

PAST Correct Automatic

Syllable 5/12 0/12

Onset-Rime 7/10 2/10

Basic Phoneme 6/10 0/10

Advanced

Phoneme

5/20 0/20

Beginning

Decoding Survey

19/50

(38%)

Advanced

Decoding Survey

11/33

(33%)

January 14, 2019

PAST Correct Automatic

Syllable 8/12 5/12

Onset-Rime 10/10 10/10

Basic Phoneme 9/10 6/10

Advanced

Phoneme

6/20 5/20

Beginning

Decoding Survey

46/50

(92%)

Advanced

Decoding Survey

16/30

(53%)

I am so happy to be free. My dad and I made it

out of Crete alive and well. It was sad to see

my dad senteced to death and scary that I was

too. I used to be happy and popular until my

dad made the king mad then my life changed. I

was so releived when my dad thought to make

us wings. I hoped we could escape and we did!

We flew. It felt so free and good. I was so

excited I didn’t think about the sun and I

thought my dad would save me but he didn’t.

Latest Writing Sample

Pop Quiz

Research on Word Storage

Can you name

this person?

John Adams

JoHn ADaMs

John AdamsH10

“Orthographic mapping involves the formation

of letter-sound connections to bond the

spellings, pronunciations, and meanings of

specific words in memory.” From Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling, and Vocabulary Learning

by Linnea Ehri, 2014

How are Words Stored?

/d/ /ŏ/ /g/

d o g

/d/ /ä/ /k//s/ /ə//n//d/

d a ch sh u n dH11

The Alphabetic Principle

The insight that

the oral sounds in

spoken words are

represented by

letters in print.

Implications of Word Storage

Having a good understanding of how words are stored will determine what we teach, and how we teach it.

Until we properly understand how to promote permanent word storage, we will continue to have many weak readers.

Kilpatrick, 2015

The Foundation for Reading

David Kilpatrick, Equipped for Reading Success, page 15

Phonemic awareness supports word

storage and phonics.

H12

Stop and Think

What have you learned about

how words are stored? How

will this knowledge change any

of your classroom practices?

Kahoot Review

https://create.kahoot.it/share/rise-3-6-day-1-review/8f792dd0-9674-4ff3-9191-66285fdbc5b9

Learner Objectives for the Day

• Examine the goals of R.I.S.E. (Reading

Initiative for Student Excellence).

• Understand the implications of the Simple

View of Reading and the Four-Part Processor.

• Analyze the role of phonology in reading.

• Understand how to intervene and remediate

problems in phonological awareness.

“Do the best you can until you know better. Then when you know better, do better.”

-Maya Angelou

References

• Adams, M. J. (1990). Beginning to read: thinking and learning about print. Urbana-Champaign, IL.:

University of Illinois.

• Berninger, V.W. & Wolf, B.J. (2016). Dyslexia, Dysgraphia, OWL LD, and Dyscalculia: Lessons from

Science and Teaching, 2nd Ed. Baltimore: Paul H. Brookes Publishing.

• Birsh, J. R. (2011). Multisensory teaching of basic language skills. Baltimore, MD: Paul H. Brookes.

• Blevins, W. (2017). Teaching Phonics & Word Study in the Intermediate Grades. New York, New

York: Scholastic.

• Oakhill, J., Cain, K., & Elbro, C. (2015). Understanding and teaching reading comprehension: A

handbook. London: Routledge.

• Ehri, L. (n.d.). 1 The Mnemonic Value of Orthography for Vocabulary Learning Linnea Ehri Program

in Educational Psychology CUNY Graduate Center. Retrieved June 25, 2018, from

http://slideplayer.com/slide/5909854/

• Ehri, L. C. (2013). Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory,

and Vocabulary Learning. Scientific Studies of Reading,18(1), 5-21.

doi:10.1080/10888438.2013.819356

• Henry, M. (2010). Unlocking Literacy. Baltimore: Paul H. Brookes Publishing.

• Kilpatrick, D. A. (2018). Equipped for reading success: A comprehensive, step-by-step program for

developing phoneme awareness and fluent word recognition. Syracuse, NY: Casey & Kirsch.

• Kilpatrick, D. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties,

Wiley Publishing.

References• Mather, N., & Wendling, B. J. (2012). Essentials of dyslexia assessment and intervention.

Hoboken, NJ: J. Wiley.

• McCardle, P., & Chhabra, V. (2004). The voice of evidence in reading research. Baltimore:

Brookes Publishing.

• Miles, K. P. (n.d.). The Effect of Orthographic Mapping, Context, and Word Class on Sight Word

Learning for Native and Nonnative English-Speakers [Scholarly project]. Retrieved January 31,

2018, from https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=1594&context=gc_etds

• Moats, L. C. (n.d.). Implementing Research-based Reading Instruction in High Poverty Schools:

Lessons Learned from a Five-year Research Program. Speech presented in University of

Michigan.

• Moats, L.C., & Tolman, C. Phonological Instruction for Older Students. (2017, August 12).

Retrieved from http://www.readingrockets.org/article/phonological-instruction-older-students

• Moats, L. C. (2010). Speech to print: language essentials for teachers. Baltimore: Brookes.

• Schmoker, M. J. (2011). Focus: elevating the essentials to radically improve student learning.

Alexandria, VA: ASCD.

• Seidenberg, M. (2017). Language at the Speed of Sight: How We Read, Why So Many Can’t,

And What Can Be Done About It. New York: Perseus Books a division of PGB Publishing.

• Shaywitz, S. (2006). Overcoming Dyslexia. New York: Alfred A. Knopf.

References

• (n.d.). Introduction: How Children Learn to Read. (2016, September 09). Retrieved January 30,

2018, from http://www.readingrockets.org/teaching/reading101-course/introduction-how-

children-learn-read

• National Reading Panel. (n.d.). Retrieved January 30, 2018, from

https://www1.nichd.nih.gov/publications/pubs/nrp/Documents/report.pdf