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WWest Virginia est Virginia Phonological Phonological
Awareness ProjectAwareness ProjectWest Virginia Department of Education
Office of Special Programs Extended and Early Learning
Adapted from information by
C. Melanie Schuele, Ph.D.
Vanderbilt University
What do you remember about What do you remember about learning to read?learning to read?
Most educators were very successful at learning to read.
Most educators like to read.
What does it mean that people who are good at reading are trying to teach reading to children who are not very good at learning to read and probably don’t like reading
very much?
Discussion TopicsDiscussion Topics
WVDE PROGRAM OVERVIEW/RATIONALE◦ How did we get here?
WHAT IS PHONOLOGICAL AWARENESS?◦ What is your phonological awareness?
PROGRAM COMPONENTS◦ How does this program relate to tiered
instruction? PROGRAM IMPLEMENTATION
◦ Classroom Component
◦ Intensive Phonemic Awareness Program (IPAP) Intervention
SCHOOL IMPLEMENTATION◦ School Team Roles
◦ Materials
◦ Assessment
◦ Monitoring
Why Worry About Reading?Why Worry About Reading?
20% of elementary students nationwide have significant problems learning to read.
80% of all referrals to special education involve reading difficulties (Kavale and Reese, 1992).
The rate of reading failure for African-Americans, Hispanic, limited-English speakers and poor children ranges from 60% to 70%.
75% of children behind in reading in 3rd grade remain behind through high school.
Poor readers are more likely to drop out of school.
One-third of fourth graders who are poor readers come from college-educated families.
75% of children with oral language impairments are reading disabled in fourth grade.
Children with language impairments are 6 times more likely to be reading disabled than peers.
Effective prevention and early intervention programs can increase the reading skills of 85 to 90% of poor readers to average levels. (Lyon, 1997)
Why Focus on Phonemic Why Focus on Phonemic Awareness?Awareness?
Longitudinal studies of reading acquisition have demonstrated that… ◦ the acquisition of phonemic awareness is
highly predictive of reading success.
◦ At the kindergarten level, phonemic awareness abilities appear to be the best single predictor of successful reading acquisition.
Without direct phonemic awareness instructional support….
◦ 25% of middle-class first graders and substantially more children from less literacy–rich backgrounds will evidence serious difficulty in learning to read and write.
Why are we here? Why are we here? To improve children’s early To improve children’s early
reading achievementreading achievement
Poor phonemic awareness◦ significant factor in the poor early
reading achievement of many children.
Through instruction….◦ children’s phonemic awareness skills can
be improved.
Improvement in phonemic awareness skills◦ leads to greater reading achievement.
What are the ImplicationsWhat are the Implications??
According to Research, Best Practice, Evidence-based Practice…………….◦ All children should receive
phonological awareness instruction as part of literacy instruction. In the early grades, especially kindergarten.
◦ Children who do NOT have an adequate foundation of phonological awareness… Require intensive phonemic awareness
intervention (e.g., small group) at the end of kindergarten and/or beginning of first grade.
What Motivated the WVDE What Motivated the WVDE Phonological Awareness Phonological Awareness
ProjectProject??Student Achievement
◦ Data from Statewide Assessment◦ Low literacy scores
Legal Implications No Child Left Behind IDEA
ASHA◦ Changing Roles and Responsibilities of
SLPs in literacy initiatives Initiated by WVDE in 2001
Project GoalsProject Goals
To increase ◦ Number of students reading on grade
level. Third Grade
◦ Professional educators’ knowledge base Importance of phonemic awareness in the reading
program.
To provide professional educators with ◦ Strategies
Teach and promote student mastery of phonological awareness.
◦ Appropriate intervention strategies when student mastery has not been met.
Program Expansion to additional school sites.
Project Project CollaborationCollaboration
Collaboration with university researchers. ◦ Dr. Melanie Schuele
to plan the project to in-service the professional staff
◦ Evaluation: Dr. Laura Justice
Collaboration across WVDE to fund and coordinate the project. ◦ Reading First◦ Special Education◦ Title I
Collaboration with local county school districts to implement the project.
Collaboration of the WVDE with local county school districts in order to implement the project.
◦ Office of Instructional Services: Title I Reading First
◦ Office of Special EducatioN
What was the rationale for What was the rationale for program developmentprogram development??
By teaching specific phonemic awareness skills to kindergarten and first-grade children….◦ Provide them the opportunity to “catch up” to
their peers before they experience failure.
One-on-one training is highly effective but not cost efficient.
◦ Training must be effective and cost-efficient and time-efficient.
◦ Group instruction can be effective and efficient.
Educational practice needs to reflect research-based practice.
Rationale…Rationale………Many materials are available for phonemic
awareness training, but….. ◦ Little guidance as to how to effectively implement
comprehensive, systematic, intensive training with children.
◦ Textbooks
Phonemic awareness training must be…… ◦ Adequate in scope, intensity and duration.
Materials and programs must……◦ Explain “how to teach” skills as well as describe
activities.
Intensive, early intervention can….. ◦ Prevent reading difficulties.
Who are the children we Who are the children we anticipated would benefit?anticipated would benefit?
All children benefit from instruction that reflects best practice.
Children lacking early literacy experiences.
Children needing an extra push.
Children with speech/language disabilities.
Children with learning disabilities.
WVDE Pilot ProjectWVDE Pilot ProjectHow did we get here? How did we get here?
Program Design◦ Classroom Based Instruction◦ Intensive Phonological Awareness
Program
Selection of School Sites
Training/Materials
Pre and Post Assessment
Evaluation
Program DesignProgram Design
Classroom- Based Phonological Awareness Instruction◦ Instruction provided to all children in kindergarten and
first grade classes.◦ Incorporated into classroom daily activities.◦ Teacher or collaboration w/ SLP or Title I◦ Phonemic Awareness in Young Children: A Classroom
Curriculum◦ Data Collected
______________________________________________________ Intensive Phonological Awareness Training
Program (IPAP)Small Group Instruction: (6 students)
Fall: First Grade Spring: Kindergarten
Three 30 min sessions/week for 12 weeks Letter names/sounds reviewed each session
Weeks 1-3: Rhyme TrainingWeeks 4-8: Initial Phoneme SegmentationWeeks 7-9: Final Phoneme SegmentationWeeks 10-12: Word Segmentation and BlendingData Collection
WVDE Pilot ProjectWVDE Pilot ProjectSelection of School Sites Selection of School Sites
Schools: 15 Sites Selected◦ Funding
Application ProcessCriteria
◦ Administrative Support◦ School Commitment◦ Geographic Considerations◦ Representative Cross Section of Schools
School Teams◦ Classroom Component:
Kindergarten/First Grade Teachers
◦ Intensive Intervention: Speech-language pathologist Title I teacher Special Educator
TrainingTrainingSchool Teams trained by Dr. Schuele.
◦ Intensive – 5 daysTwo strands of instruction/intervention.
◦ (1) Classroom based instruction: Kindergarten/First Grade Material: Phonemic Awareness in Young Children: A
Classroom Curriculum
________________________________________________◦ (2) Small group intervention
Low-achieving first graders Low-achieving kindergartners Material: Intensive Phonemic Awareness Program (IPAP)
BookIPAP Materials Box box
Evaluate child outcomes.◦ Kindergarten classrooms◦ Small group intervention participants
Training MaterialsTraining Materials
Classroom Program Phonemic Awareness
in Young Children: A Classroom Curriculum ◦ Brookes Publishing
Company
Activity Implementation Record ◦ Kindergarten and First
Grade
Resource Speech to Print:
Language Essentials for Teachers◦ Brookes Publishing
Company
Intensive Program Intensive Phonological
Awareness Program (IPAP) Manual ◦ Dr. Melanie Schuele
◦ IPAP Implementation Record Forms
IPAP Materials Box◦ All materials to
implement IPAP
Resource Sounds Abound:
Listening, Rhyming, and Reading ◦ LinguiSystems
Assessment: Assessment: Pre and Post InterventionPre and Post Intervention
Test of Phonological Awareness (TOPA)
PALS ( Phonological Awareness Screening)
Invented Spelling TaskAlphabet Knowledge and Letter-
Sound Knowledge TaskDIBELS (Dynamic Indicators of
Basic Early Literacy Skills)
Evaluation QuestionsEvaluation QuestionsWhat improvement in phonological awareness
do kindergarten children exhibit as a result of consistent classroom based instruction?
_________________________________________
For kindergarten and 1st grade students who are identified as deficient in phonological awareness, what improvement in phonological awareness is realized as a result of a small group, 12-week intensive intervention program?
________________________________________
Dr. Laura Justice – University of Virginia
PALS-K Word RecognitionPALS-K Word Recognition
0
2
4
6
8
10
12
14
16
18
Add-On Reg.
Total Words Read
Children Below BenchmarkChildren Below BenchmarkEnd of YearEnd of Year
Add-On Regular
Rhyme 26% 41%
Beginning Sounds
9% 20%
Alphabet Knowledge
26% 30%
Letter Sounds 61% 66%
Spelling 4% 16%
Concept of Word
44% 57%
Developmental Spelling Developmental Spelling First Grade First Grade
Change Over 12 Weeks/first gradeChange Over 12 Weeks/first grade
8
8.5
9
9.5
10
10.5
IPA Chn.Comparison Chn.
Alphabet KnowledgeAlphabet KnowledgeKindergartenKindergarten
Change Across 12 WeeksChange Across 12 Weeks
0
1
2
3
4
5
6
IPA Chn.Comparison Chn.
What were the school What were the school teams’ perceptions of teams’ perceptions of
the project?the project?
CURRENT STATUSCURRENT STATUS200 SCHOOLS
◦READING FIRST SCHOOLS◦RTI SCHOOLS
MONITOR CURRENT SCHOOLSHIGH NEEDS TASK FORCE
◦FULL IMPLEMENTATION – 2010◦RESA TRAININGS ANNUALLY
Phonological AwarenessPhonological AwarenessTraining ObjectivesTraining Objectives
Increase knowledge ….◦ in order to provide effective phonemic
awareness instruction.
Analyze the sound structure of language ….◦ in order to understand the importance
and skills necessary to analyze sounds.
Develop effective teaching strategies ….◦ in order to provide effective phonemic
awareness instruction.
What do we know What do we know about children who about children who display difficulties in display difficulties in learning to read from learning to read from the outsetthe outset??
Poor word recognition skills with underlying deficits in
phonemic awareness.
models ofmodels of READING DEVELOPMENTREADING DEVELOPMENT
Chall’s (1983) Six Stages of ReadingStage 0: Preceding (0-5 yrs.)
Stage 1: Initial Reading or Decoding (5-7 yrs.)
Stage 2: Ungluing from Print (7-9 yrs.)
Stage 3: Reading to Learn (9-14 yrs.)
Stage 4: Multiple Viewpoints (14-18 yrs.)
Stage 5: Construction and Reconstruction (above 18 yrs.)
READINGREADING
word identification◦ sight word recognition
◦ word attack skills
comprehension◦ word level comprehension◦ sentence level
comprehension◦ text level comprehension
WHAT IS PHONOLOGICAL WHAT IS PHONOLOGICAL AWARENESS?AWARENESS?
WHAT IS PHONEMIC WHAT IS PHONEMIC AWARENESS?AWARENESS?
WHAT IS PHONICS?WHAT IS PHONICS?
Phonological AwarenessPhonological Awareness
An awareness of the sound structure of spoken language
An aspect of metalinguistic ability or metalinguistic awareness.
◦ Think about language as an object of thought, ……….separate from language
meaning.
Not important for communicative uses of language.
Crucial for literacy acquisition
Phonological AwarenessPhonological Awareness
The ability to analyze the the sound units (phonemes, syllables) of language.◦metalinguistic skill
NOT hear, NOT discriminate
Phonemic awareness critical to early reading ability.
Phonological AwarenessPhonological AwarenessPhonemic AwarenessPhonemic Awareness
Phonemic Awareness
Phonological
Awareness
Phonemic awareness ???????Phonemic awareness ???????Phonological Phonological
awareness ???????awareness ???????Phonological awareness – a broader
term; analyze the overall sound structure of words.◦ What rhymes with cat? Which word
is longer – watermelon or house?
Phonemic awareness – a more narrow term, analyze the specific sounds in words.◦ What sound does box start with? Tell
me the three sounds in the word cat.
Terms are often used synonymously.
Phonological Processing Phonological Processing Predicts Reading Predicts Reading
AchievementAchievementPhonological memory
◦ repeat nonsense words of increasing length
Rapid automatized naming◦ names of common objects, colors
Phonological or phonemic awareness
Why is the acquisition Why is the acquisition of phonological of phonological
awareness a challenge awareness a challenge for so many children?for so many children?
ROW A: Letters f i shROW B: Sounds /f/ /i/ /sh/
Row C: Pronunciation
And
Meaning
Lewkowicz, 1980
What can a child do with What can a child do with phonological awarenessphonological awareness? ? phonemic awarenessphonemic awareness??
Color the picture that rhymes with cat.
Tell me a word that rhymes with moon.
Do cat and cow begin with the same sound?
Circle the pictures that begin with the “kuh” sound.
Tell me a word that begins with mmm.
What word does /k/ – /ae/ – /t/ make? Put the sounds together.
What are the three sounds in the word phone?
Pig Latin – alktay igpay atinlay
Letter-Sound CorrespondencesLetter-Sound Correspondences
Alphabet Knowledge◦ Letter names◦ Letter Sounds
Alphabetic principle……◦ Words can be divided into sounds…….phonemic
awareness◦ Sounds can be linked to letters………..Alphabet
Knowledge◦ 26 letters, 44 sounds, 245 letter patterns_______________________________________________
What can a child do with phonemic awareness and the alphabetic principle?
Write the letter for the beginning sound in box. Write the letter for the ending sound in house. Read this word: fish. Sound it out.
PhonologicalPhonological Phonics PhonicsAwarenessAwareness
Focus: sound structure of words
Intervention tasks involve identifying, segmenting, and manipulating the sounds in words, without reference to the letters that represent the sounds
Achievement: ability to segment a spoken word into its component sounds (a metalinguistic skill); ability to combine sounds into words
Focus: print representation of sounds and words
Intervention tasks involve identifying, categorizing the print symbols (i.e., letters) that are used to represent speech sounds
Achievement: ability to
represent a spoken word in print with conventional sound-symbol correspondences; ability to create a spoken production of a written word by “sounding out” the written word
New names for old New names for old concepts?concepts?
PHONOLOGICAL AWARENESS = AUDITORY DISCRIMINATION?
NOPHONOLOGICAL AWARENESS =
PHONICS?
NO
LINKING:LINKING:Phonemic Awareness and Phonics and Phonemic Awareness and Phonics and
Reading Reading
Phonemic Awareness
Phonics
READING
Phonological Awareness
What Phonemic Awareness What Phonemic Awareness Instruction Will and Won’t Do?Instruction Will and Won’t Do?
DO…….◦ Benefit students who don’t figure it out on
their own◦ Benefit especially students who are having
problems learning to decode words
WON’T DO…..◦ Ameliorate deficits in vocabulary and reading
comprehension (language comprehension)
Syllable segmentation
Rhyme
Alliteration, Sound Sorts
Onset-rime segment/blend
Segment/blend IndividualPhonemes
Manipulate phonemes
COMPLEXITY
LESS
MORE
Phonological Awareness TasksPhonological Awareness TasksLewkowicz (1980)Lewkowicz (1980)
sound-to-word matching word-to-word matching recognition of rhyme isolation of beginning, medial or
final sound phonemic segmentation counting phonemes blending deletion of a phoneme specification of phoneme deleted phoneme substitution
AGEAGE Analysis: SKILL or ABILITYAnalysis: SKILL or ABILITY
preschoolpreschool segmentation of words into syllables, sentences into monosyllabic segmentation of words into syllables, sentences into monosyllabic wordswords
some rhyming abilitysome rhyming ability
some beginning sound abilitysome beginning sound ability
early kindergartenearly kindergarten judge rhyming wordsjudge rhyming words
generate rhyming wordsgenerate rhyming words
middle middle kindergartenkindergarten
match words with same beginning soundsmatch words with same beginning sounds
match words with same final sounds match words with same final sounds
segment initial sounds and final soundssegment initial sounds and final sounds
late kindergartenlate kindergarten segment sounds in two and three sound words (e.g., CV, VC, CVC)segment sounds in two and three sound words (e.g., CV, VC, CVC)
early first gradeearly first grade segment sounds in words with blends (e.g., skate, jump)segment sounds in words with blends (e.g., skate, jump)
DEVELOPMENT: BenchmarksDEVELOPMENT: Benchmarks
Instructional SequenceInstructional SequenceInstructional TasksInstructional Tasks
Segmenting sentences into words (monosyllabic words)Segmenting sentences into words (monosyllabic words)
Segmenting words into syllablesSegmenting words into syllables
RHYMERHYME rhyme judgmentrhyme judgmentrhyme matchingrhyme matchingrhyme generationrhyme generation
INITIAL SOUNDSINITIAL SOUNDS initial sound judgmentinitial sound judgmentinitial sound matchinginitial sound matchinginitial sound segmentationinitial sound segmentation
FINAL SOUNDSFINAL SOUNDS final sound judgmentfinal sound judgmentfinal sound matchingfinal sound matchingfinal sound segmentationfinal sound segmentation
SOUND SEGMENTATION AND BLENDINGSOUND SEGMENTATION AND BLENDING CV and VC wordsCV and VC wordsCVC wordsCVC wordsCCVC and CVCC wordsCCVC and CVCC words
The Big Question……..The Big Question……..
What effort is necessary for the child to acquire a foundation of phonological awareness that enables him or her to benefit from formal classroom reading instruction?
The Answer…….The Answer…….Nothing …
◦ the child comes to school reading◦ the child comes to school on the cusp of
reading.
Whatever we’ve been doing for the last umpteen years.
Explicit phonological awareness instruction◦ classroom-based instruction in
kindergarten◦ small group intensive instruction at the
end of kindergarten or beginning of first grade.
Development of Phonological Development of Phonological AwarenessAwareness
Variability in children's phonological awareness skills at kindergarten entry.◦ Children gradually develop phonological
awareness, as early as preschool and continuing throughout the school years.
◦ Early phonological awareness from experiences.
Instruction is crucial to development of phonological awareness for many children.
◦ Children need a foundation of phonological awareness to succeed at word decoding (phonics).
Report: National Reading Panel (2000)Report: National Reading Panel (2000)Evidence-based Practice Evidence-based Practice
PhonemicPhonemic Awareness Awareness
PA can be taught and learned.
PA instruction helps children learn to read.
PA instruction helps children learn to spell.
PA instruction is most effective when it focuses on one or two types of phoneme manipulation rather than several types.
PA instruction is most effective when children are taught to manipulate phonemes by using alphabet letters.
What are the essential What are the essential components of phonological components of phonological
awareness instruction?awareness instruction? Achieve phonemic awareness:
◦ the ability to segment words into sounds. Incorporate letters/sounds to transition to
reading and writing instruction. Provide a foundation on which to build more
complex skills. Speech before print. Developmentally appropriate. Consistent with principles of speech structure.
Phonological awareness plays a causal role in reading development◦ crucial skill: PHONEMIC AWARENESS:
segmenting and blending
What have we learned from What have we learned from phonological awareness phonological awareness
interventionsinterventions??
o Earlier is better – provide instruction before reading failure is experienced
oPhonological awareness develops as a result of appropriate instruction, not maturation.
oChildren respond differently to instruction.
oPhonemic awareness is a precursor to reading achievement.
Phonological Awareness Ability Phonological Awareness Ability and Reading Achievementand Reading Achievement
Torgesen and Mathes, 2000Torgesen and Mathes, 2000
Phonological Awareness Ability Phonological Awareness Ability and Reading Achievementand Reading Achievement
Torgesen and Mathes, 2000Torgesen and Mathes, 2000
Why are we doing thisWhy are we doing this??No Child Left Behind (NCLB)
◦ Individual child is focused◦ Scientifically-based research reading instruction
Individual with Disabilities Education Act (IDEA)◦ Prevention
Pre-referral◦ Response to Intervention (RTI)
Tiered Instruction Implementation in Elementary Schools
◦ Reading scientists now estimate that 95% of all children can be taught to read at a level constrained only by their reasoning and listening comprehension abilities. (Moats, 2000)
Learning Disabilities Learning Disabilities Some children, despite their
participation in a preventative phonemic awareness instructional intervention, fail to acquire word reading skill within the “normal” range.◦ Estimates 2% to 6% of population
Intervention for Learning Disabled students:◦ Provide more extensive instruction
individually or in small group settings.◦ Recognize that gains in reading will require
more instruction and more reading time than most children.
Tier 3 Instruction
SOUND STRUCTURE SOUND STRUCTURE OF ENGLISHOF ENGLISH
Teacher of Phonological Teacher of Phonological AwarenessAwareness
What do you need to know about the sound structure of language?
What do you need to know about how speech is represented with print?
Words and Speech SoundsWords and Speech Sounds
Words are made up of phonemes.
Children must be able to figure out what sounds are in a word in order to decode words and spell words.
Teachers must assist children in analyzing the sounds in words BEFORE they ask children to think about how print represents speech.
Instructional GoalInstructional Goal
Children segment words into sounds.◦ Say the word, break the word into
its individual sounds.
◦NOT differentiate between vowel
sounds classify vowels as long or short match vowel sounds, and so
on…..
Take a test! Tell me the Take a test! Tell me the number of sounds in these number of sounds in these
wordswords1. cat2. cake3. fish4. you5. truck6. stamp
7. the8. fuse9. ring10.catch11.box12. exact13. coupon
Tell me the number of sounds Tell me the number of sounds in these words: ANSWERSin these words: ANSWERS
1. cat -- 32. cake -- 33. fish -- 34. you -- 25. truck -- 36. stamp -- 57. the -- 2
8. fuse -- 49. ring -- 310. catch – 311. box -- 412. exact -- 613. coupon – it
depends`
Categorizing Speech SoundsCategorizing Speech Sounds
Place - lips, teeth, tongue, hard palate (roof of mouth) or soft palate (back of mouth)
Manner – stop, nasal, fricative, affricate, glide, liquid
Voiced or voiceless – vibration of vocal cords
With a partner, discuss With a partner, discuss where these sounds are where these sounds are made:made:/b//k//d//f//g//h//j/
• /l/• /m/• /n/• /p/• /r/• /s/• /t/
• /v/• /w/• /y/• /z/• /ch/• /sh/• /th/
Phonetic SymbolsPhonetic Symbols
Lips Lips
/teeth
Tongue Between
Teeth
Tongue
Behind
Teeth
Roof of Mouth
Back of Mouth
Throat
Stop
e p, b t, d k, g
nasal m n ng
fricative f,v th, th
s, z sh, zh
affricate ch, j
glide w y hliquid l
r
Why do I have so much Why do I have so much trouble doing this?trouble doing this?
If I can’t do this, how can If I can’t do this, how can a child?a child?
__________________________________________________________Your performance is influenced by your knowledge of print.
You have “lost” some of your ability to analyze speech.
Vowel ChartVowel Chart
BACKFRONT
HIGH
LOW
seesitmake
petcat
timefox
cupsaw
tube
boatput
How does speech map to How does speech map to printprint? ?
26 Roman letters, more than 40 phonemes or speech sounds
Grapheme: ◦Single letter or combination of letters
◦We use 250 graphemes to represent 40 phonemes!!
Moral of the StoryMoral of the Story
Children need lots of practice learning to analyze the sound structure of words before they are asked to figure out how the sounds of words are represented in print.
WVDE Phonological Awareness WVDE Phonological Awareness Collaborative ProjectCollaborative Project
Program Components◦ Classroom-based Instruction
Kindergarten/First Grade Delivered by: Teacher
May Collaborate with SLP or Title I _______________________________________
◦ Intensive Intervention (Small Group) Fall: First Grade Spring: Kindergarten Delivered by: Interventionist
SLP, Title I Reading Specialist, Special Education
Assessment: Dibels
Tier 1: Classroom-Based Tier 1: Classroom-Based Phonological Awareness InstructionPhonological Awareness Instruction
Kindergarten and First GradeKindergarten and First Grade
Best practice: Build a foundation of phonological awareness in all children◦ Identify those children who struggle and need
further intervention
Daily instruction provided to all children regardless of performance level or risk status◦ 15-20 Minutes/day
Material: Phonemic Awareness In Young Children: A Classroom Curriculum◦ Suggested Sequence of Instruction ◦ Cost-effective
Phonemic Awareness in Young Phonemic Awareness in Young Children: A Classroom CurriculumChildren: A Classroom Curriculum
Sequence of Activities and Teaching Descriptions◦ Simple to Complex Tasks
Listening Games Rhyming Words and Sentences Awareness of Syllables Initial and Final Sounds Phonemes Introducing Letters and Spellings
Adams, M., Foorman, B., Lundberg, I., & Beeler, T. (1997). Phonemic awareness in young children: A classroom curriculum. Baltimore: Brookes.
Tier 2 Intervention Tier 2 Intervention Small Group Intensive InterventionSmall Group Intensive Intervention
Children who have not mastered phonemic awareness as a result of classroom instruction.DIBELS
Small group instruction (6 students)Fall: First Grade Spring: Kindergarten
Teach a foundation of phonological awareness to include phonemic awareness and segmentation
Materials: Intensive Phonological Awareness Manual Instructional Materials Kit
Intensive Phonological Intensive Phonological
Awareness Program (IPAPAwareness Program (IPAP)) Time Frame: 3 - 30 min. sessions per week
18 hours of instruction
Letter names/sounds reviewed each session Weeks 1-3: Rhyme Weeks 4-6: Initial Sounds Weeks 7-9: Final Sounds Weeks 10-12: Word Segmentation and Blending
Schuele, C. M., & Dayton, N. (2000). Intensive phonological awareness program. Nashville, TN:
School Team RolesSchool Team Roles Kindergarten Teacher:
Implement daily instruction with entire kindergarten class.
SLP, Title I Reading Teacher and/or Special Education Teacher: Provide 12 week IPAP
6 first graders (Fall) and 6 kindergartners (Spring)
collaborate with the kindergarten teacher in classroom-based instruction.
First Grade Teacher: Reinforce phonemic awareness skills with entire class.
Assessment Coordinator: Coordinate all assessment with kindergarten and first
grade children.
Contact Person: Coordinate program and share information from the
WVDE.
WVDE Project: Two Tiered WVDE Project: Two Tiered Instruction in KindergartenInstruction in Kindergarten
September to May: Implement classroom supplemental curriculum
September: Evaluate all K children in classroom January: Evaluate all K children in
classroom. Identify 6 low achievers
February to May: Implement small group intervention with low achievers
May: Evaluate all K children in classroom
September May
.
WVDE Project: Two-Tiered WVDE Project: Two-Tiered Instruction in First GradeInstruction in First Grade
September to October: Implement classroom supplemental curriculum
August/September: Evaluate all first grade children in classroom. Identify 6 low achievers
September to December: Implement small group intervention with low achievers
December: Evaluate low achievers
August, September and October
.
Children Need ….Children Need …. Initially to realize that words are
composed of sounds.
Initially to experience simple tasks of paying attention to sounds in words (e.g., rhyme).
To move gradually from simple to more complex phonological awareness tasks, culminating in phonemic awareness tasks.
Phonemic awareness to benefit from later decoding or phonics instruction.
T0 BECOME SUCCESSFUL READERS!!
TechnicalTechnical Assistance Assistance DocumentDocument
INTRODUCTION◦Project Overview◦Record Keeping◦Teacher Documentation◦Student Selection◦Monitoring ◦School Contact◦Ordering Information for Program Materials
◦Timeline
Program Program ImplementationImplementationImplementation of Phonemic Awareness in Young Children: Classroom Curriculum◦Kindergarten Classroom (p.8)
Activity Implementation Record (p.11)
◦First Grade Implementation (p.23) Activity Implementation Record (p. 24)
Implementation of Intensive Phonemic Awareness Program (IPAP) (p.27)◦IPAP Record Form
TEAM DECISIONSTEAM DECISIONSWho will collaborate with the
kindergarten teacher on the classroom instruction?
Who will implement the 12 week intervention program with the group of 6 first grade children?
Who will implement the 12 week intervention program with the group of 6 kindergarten children?
Resource InformationResource InformationWVDE Power Point
Presentation(p.35)◦Notes Page/Website
Informational Materials◦Research/Background
Parent Notification Letter (p.37)Monitoring Documentation Form
(p.38)◦Title I/Reading First/Special Ed◦Jean Pearcy
School Contact Information◦Liaison w/ WVDE
AssessmentAssessmentDynamic Indicators of Basic Early Literacy Skills (DIBELS)◦DIBELS Analysis: Kindergarten(p.41)
◦DIBELS Analysis: First Grade (p. 42)
Assessment Guide for IPAP (p.43)
Paper/Pencil Booklets (p. 45)References (p. 49)
QUOTABLE QUOTES FROM QUOTABLE QUOTES FROM IPAPIPAP Wiley Ford Elementary, Mineral County “This was my first experience with the IPAP . I was very
impressed. The student enjoyed it and made great progress for the exercises in the program.”
Jamie Hill Special Ed IPAP Teacher
Fort Gay Elementary , Wayne CountyTeachers and parents have come to me and said they have
seen major improvement with these kids.” Crystal Young. IPAP
instructor
Point Pleasant Primary, Mason County We really believe that the emphasis on Phonemic
Awareness in kindergarten and early first grade is making a difference in the reading success of our students.
Lois Jones, Title I ,PA Instructor
MORE QUOTESMORE QUOTES Ceredo Elementary, Cabell CountyThey all have shown great improvement. I’m so proud of
them!
Christine Kelly, M. Ed, CCC – SLP
Rosedale Elementary, Fayette County No funding for DIBELS in the first grade, so we are only doing
kindergarten. Ted Dixon, Principal
Vienna Elementary, Wood CountyWe have very much enjoyed the IPAP program and can see
how beneficial the program has been for our children. I am anxious to see if we get the same progress as we prepare to start the program with kindergarten.
Lana Barlett, IPAP instructor, first year
THE BOTTOM LINETHE BOTTOM LINEBonham Elementary, Kanawha County Patsy Serles, third year IPAP teacher
“At first I was not sure about this program because of the repetition. But after three years and seeing the turnaround of struggling students who could master phonemic awareness, she said,
” I‘M A BELIEVER! This program really works!”
WEST VIRGINIA KINDERGARTEN WEST VIRGINIA KINDERGARTEN IPAP DIBELS SCORES 2007-2008IPAP DIBELS SCORES 2007-2008
January Results ISF PSF NWF Total
Benchmark 24% 20% 22% 22%
Strategic 56% 36% 35% 42%
Deficit 20% 46% 44% 36%May Results PSF NWF Total
Benchmark 73% 45% 54%
Strategic 26% 29% 27%
Deficit 12% 26% 19%
WEST VIRGINIA FIRST GRADE WEST VIRGINIA FIRST GRADE IPAP DIBELS SCORES 2007-2008IPAP DIBELS SCORES 2007-2008
September Results PSF NWF Total
Benchmark 32% 19% 26%
Strategic 50% 45% 48%
Deficit 18% 36% 27%
January Results PSF NWF Total
Benchmark 76% 32% 54%
Strategic 21% 50% 36%
Deficit 3% 18% 10%
Contact InformationContact Information
Kathy Knighton , Program [email protected]
Phyllis Veith, Assistant [email protected]
Office of Special Programs
Extended and Early LearningWest Virginia Department of Education(304) 558-2696 or Fax (304) 558- 3741