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Phonemic Awareness, Literacy, and Students who are DHH Rachel Friedman Narr, Ph.D. California State University, Northridge Deaf Education

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Presentation on theme: "Phonemic Awareness, Literacy, and Students who are DHH Rachel Friedman Narr, Ph.D. California State University, Northridge Deaf Education"— Presentation transcript:

1 Phonemic Awareness, Literacy, and Students who are DHH Rachel Friedman Narr, Ph.D. California State University, Northridge Deaf Education

2 Part II Application for developing phonological awareness with Deaf/Hard of Hearing students: ~HOW TO~

3 Speechreading Speech Production Use of residual hearing; audition Spelling; Fingerspelling; Orthography; Morphography Visual representation of English sounds –Cued English –Visual phonics GOAL: to build INTERNAL phonological representations

4 Remember VOCABULARY! You will need to CONSISTENTLY AND MEANINGFULLY teach vocabulary WHILE you teach decoding strategies. MANY DHH children lack the English lexicon to associate word meaning with English print.

5 Strategies for Decoding Syllabication Rhyming Phonic Analysis Structural Analysis –Visual configuration Context Cues –Semantic, syntactic, picture Dictionary Assistance from others The brain is a pattern seeker, you learn by analogy. Chunking words helps working memory and decoding by breaking words into meaningful pieces Consistent, systematic, and direct instruction is best for these skills

6 Clap, Tap, Jump, the Number of... Words in sentences Syllables in words Phonemes in words Word Structure eas y complex

7 catcat truck base balltel e phone el e phant Syllables are auditory because rhythm is low frequency information. Syllables are visual because vowels make you open your mouth if you mouth the word. Syllables are POWERFUL because they tell about the shape of a word. Syllabication- breaking words into syllables

8 Syllabication When fingerspelling Provide spelling information using natural breaks in words (SYLLABLES) This process –enhances WORKING MEMORY skills –aids retention of spelling words –capitalizes on rhythm of words El e phant

9 Onsets & Rimes and Rhyming Chunking beyond the syllable, but before the phoneme C A T T O P S L I D E The ONSET is the initial consonant or consonant blend. The RIME is the ending spelling pattern. Onsets are the most visual part of the word- they are usually easy to lipread.

10 rainicesnow main gain train grain stain strain rice dice spice vice twice splice bow mow slow glow crow know throw If you can spell rain, then you can spell train. ~Using Onsets & Rimes~ Words You Know facilitate independence

11 Pick three or four familiar words that have a RIME (spelling pattern) which is utilized by many words. Place each word at the top of a chart column. Students also copy this chart. Discuss the spelling patterns in each word. Show students several one syllable words utilizing the patterns. Students place the words in the correct column and then read the word. Have students explain the reason for placing each word in a specific column. Discuss the spelling patterns in each word. TIE INTO CONTEXT Procedur e

12 Phonic Analysis Teach how sounds map to letters Select a special sound to emphasize during the week. How many ways is that sound spelled? How many times can you find the word in print? Can you use those words in language (spoken or signed)? phonecough flagtraffic elephant stuff

13 Link phonics instruction to structural analysis Capitalize on spelling patterns, word shapes, morphemes, and affixes.

14 Examples of Structural Analysis Activities Have children read and write predictable books, stories, and poetry that highlight a specific phoneme or word pattern. Have children construct word family houses and ladders. Have children move letter patterns or letters to create new words (ex: Making Words Activity).

15 Word Shapes Orthographic Cues ele ph ant

16 fi sh

17 Letter combinations Use letter combos to teach PATTERNS Think about their frequency of occurrence in the books you are reading (phone, elephant, cold, told, hold) Some are auditorally and visually similar (sh, ch, oa, oo, ou, and r-controlled vowels ar, er, ir, or) THE BRAIN IS A PATTERN SEEKER

18 Teaching letter combinations use letter combinations that can be used to build words Sample sequence for introducing letter combos. 1. th5. wh9. ar13. ai 2. er6. qu10. ea14. ch 3. ing7. ol11. oo 15. or 4. sh8. oa12. ee16. ay

19 Structural analysis skills includes learning about letter combinations VC-e patterns (make, bite, hole) VC-e derivatives (named, hoping)

20 Strategic Color Coding to show word parts Green: phonically regular words (ex: cat, swim) Yellow: irregular but frequent pattern ( ex: night) Red: irregular, need to memorize (ex: once)

21 Making Words making words with letter tiles sorting words by patterns, word families making words quickly extension activities (writing stories, word wall, etc) Cunningham, P.M., & Hall, D.P. (1994). Making Words. Torrance, CA: Frank Schaffer Publications.

22 Making Words Procedure Tell how many letters Tell which letter/sound to change –first, last, vowel Tell when to change the order of the letters/sounds Tell when to start from scratch

23 Make-a-Word Bingo ake at ail ar old end

24 For more information or further discussion on this presentation, please contact Dr. Rachel Friedman Narr

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