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Learning to read and write Patrícia Garcia Martín Reception class.

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Presentation on theme: "Learning to read and write Patrícia Garcia Martín Reception class."— Presentation transcript:

1 Learning to read and write Patrícia Garcia Martín Reception class

2 Why this theme to focus on? I am a Speech and Language Therapist. I am interested in how children cope with the learning of such a big deal. In Spain children use to know how to read and write in primary school.

3 The Spanish language characteristics Spanish has 27 letters and 5 digraphs. A sound for each grapheme.

4 The English language characteristics English has 26 letters and over 46 sounds so... ▫one sound (phoneme) can be represented by one, two, three or four letters: e.g. /a/ a, /f/ ph, /igh/ igh, /oa/ ough. ▫one sound can be represented by multiple spelling alternatives (graphemes): e.g. /oa/: o, oa, ow, oe, o-e, eau, ough. ▫one grapheme (letter or letter group) can represent multiple sounds: e.g. ‘ough’: /oa/ though, /or/ thought, long /oo/ through, /ou/ plough, /u/ thorough.

5 So… How they do it?

6 Phonics

7 Children are taught the sounds. They start to learn from the most common sounds up to the less common. They decode the words by sounds.



10 What about writing? Teachers introduce the letters relating them to a shape and its ditty. Every letter is related to a drawing beginning with this phonic.

11 Down his back, then curl over his arm.

12 Letter formation

13 So... Complex association: Image – shape – letter – phonic.... In an easy way.

14 And lots of inputs! Paper strips on the table with the phonics. Individual letters stuck on the literacy wall.

15 Very important: Keywords! The most frequently used words. Different colours related to different difficulties.

16 And lots of inputs! Key words hanging on a string. Individual charts with sounds and key words.

17 Conclusions In Spain we focus on non-sense words (syllables) and they try to make them aware of the importance of the written communication. When learning there is a gradual increment of the difficulty. It is important to provide visual, oral and manipulative inputs.

18 References: Read Write Inc. Oxford University Press:; jsessionid=2FA10CBC057840F6BAEC8183EA57427A?region=in ternational SpeedySSP Reading and Spelling Lessons:!rwi-letter-formation/c1asn Research Regarding Phonics: Phonics international: reading_spelling.pdf

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