1. Addressing Grapho- Phonemic Cueing from a
Meaning-Based Perspective: Principles and Practices
Jack S. Damico, Ph. D.
Holly L. Damico, M.S.
The University of Louisiana at Lafayette
Ryan L. Nelson, M.S.
University of Texas at El Paso

2. Current Context in Literacy and SLP
Speech-Language Pathologists are often asked to intervene with children who are poor readers, often the graphophonemic system is seen as the problem – this can be handled in the natural flow of authentic reading and writing

3. Current Context in Literacy and SLP
Should employ available knowledge bases
Theoretical Foundations
Developmental Data
Authentic Pedagogical Evidence

4. Propose the Following Top-Down not Bottom-Up
Adoption of a holistic/constructivist approach
Rather than the Component Skills approach
Top-Down not Bottom-Up

5. PRACTICAL QUESTION NUMBER ONE:
What are the principles of a Top-Down or Holistic Approach?

6. Lucy Calkins, The Art of Teaching Reading
Our strongest readers open a book and find themselves on a train moving through Russia or listening in panic for some sound behind the fictional door. But when other children read they are not on that train, they are not listening behind fictional doors. They are thinking instead about short vowels and “Whew, what a long paragraph” and “How many more pages are there?” and “What’s Pedro doing by the window?”

7. Principles of a Top-Down Model
Literacy is based within a rich and meaningful context that assists us in the construction of comprehension.
Constructed via collaboration with others

8. Principles of a Top-Down Model
We use a combined processing approach when we read
Employ background information
Weave cueing systems together
Letters, words and sentences are transparent -- read for meaning
Employ visual as well as auditory strategies

9. Principles of a Top-Down Model
Basically, readers do many things at once (weave together the components/ elements)...right from the beginning

10. To Develop Literacy Must have lots of observation of demonstrations
More competent meaning-makers
Contextualized
Authentic
No pressure to perform
Must have more than a few demonstrations

11. To Develop Literacy
Must have an opportunity for participation in literacy
must be mediated
invitation when he/she wants to participate
This desire is due to a need and interest in learning to make meaning through the specific text type.

12. To Develop Literacy
Must have practice/opportunity to use this developing meaning-making ability
That’s what active use is all about
Should be able to do this without direction or observation by the more competent reader

13. To Develop Literacy
This exploits the creativity characteristic of meaning making.
Allows more active engagement and greater shift of responsibility
Increases risk-taking
The more competent meaning maker should be available if needed
This enables one to use the power of the teachable moment

14. To Develop Literacy Must have the opportunity for performance
This is voluntary when the user feels competent
Others readers function as a reinforcing audience that gives approval and acknowledgment.

15. PRACTICAL QUESTION NUMBER TWO:
How can Speech-Language Pathologists employ these Principles to enhance reading in general and the graphophonemic cueing system specifically?

16. CONTEXTUALIZED FOCUS ON ELEMENTS
Never a question of should these elements be taught, but rather, when, where, and how to teach them.
Acceptable to call attention to elements that we know students will need for literacy.

17. CONTEXTUALIZED FOCUS ON ELEMENTS
BUT
The focus is on meaningfulness/context
Use materials from the reading aloud/ writing aloud and shared reading/ shared writing.
Never done prior to the establishment of the meaning-making focus of literacy.

18. CONTEXTUALIZED FOCUS ON ELEMENTS
“Approaches in which systematic code instruction is included alongside meaning emphasis, language instruction, and connected reading are found to result in superior reading achievement overall.”
Adams, 1990:49

19. Numerous Contextualized Ways
Reading and Writing Aloud
Shared Reading and Writing
Contextualized and Recurrent Exposure
Inquiry Method
Onset and Rime
What can you show me?
Sounding out in Spelling
Collaborative Spelling

20. Progressive Mediational Framework
Reading Aloud and Writing Aloud
Shared Reading and Shared Writing
Guided Reading and Guided Writing
Independent Reading and Writing

21. Anderson et al, Becoming a Nation of Readers
“the single most important activity for building the knowledge required for eventual success in reading is reading aloud to children” (1985: 23)

22. READING ALOUD
The single most influential factor in young children’s success in learning to read
Advantages:
Improves listening skills
Develops experience the patterns of language – the “cueing systems”
Builds vocabulary

23. READING ALOUD Develops Inner Control Aids reading comprehension
Cost effective
Requires little preparation
Results in few discipline problems

24. READING ALOUD In kindergarten and first grade
Much of what we read can be repeated.
Children often start choosing these books read in class as their chosen independent books
Should take place daily
Can be done at the beginning of the class and can help set the tone for the class.

25. Cynthia Rylant
Read to them. Take their breath way. Read with the same feeling in your throat as when you first see the ocean after driving hours and hours to get there. Close the final page of the book with the same reverence you feel when you kiss your sleeping child at night. Be quiet. Don’t talk the experience to death. Shut up and let these kids feel and think. Teach your children to be moved.”

26. WRITING ALOUD Great Modeling Technique
Write and Verbalize in front of the students
Make explicit what you are doing

27. Daily Modeled Writing Loaded with learning for all potential levels
These are often very engaging interactions

28. Daily Modeled Writing
Provides opportunities to “think aloud” and teach/reinforce many skills and strategies in context
Very effective to increase writing growth beyond traditional levels of expectation

29. Daily Modeled Writing THREE STAGES Introduction The Modeled Writing
The Illustration

30. SHARED READING
Any rewarding reading experience in which the learner – or group of learners:
Sees the text
Observes a more competent reader reading it with fluency and expression
and is invited to read along.

31. SHARED READING
Child receives encouragement and all efforts are accepted positively
A relaxed and social encounter
Emphasis on enjoyment of the material
Important to choose materials for high quality of language and illustrations

32. SHARED READING
May often include re-readings of favorite stories and poems
Children should have an opportunity to reread or review material independently
While often used with pre-readers and beginners, can be used for all ages.

33. SHARED READING
Immerse children in rich literacy without worrying about grade level or reading performance
High frequency words and print conventions are seen repeatedly and are learned naturally without boring drill.

34. SHARED READING
This is the mediational frame where most of the real “action” in working on literacy occurs.

35. STRATEGIC SHARED READING
As you get more comfortable, can focus specifically on aspects of cueing systems
Pragmatic Cueing System
Semantic Cueing System
Syntactic Cueing System
Graphophonic Cueing System

36. STRATEGIC SHARED READING
Graphophonic Cueing System
Within the context of reading, emphasize the first letter via stressing
“Look at how that word begins”
Where have you seen that word before?”

37. EXAMPLES: Freppon & Dahl Embedded
Principles:
Keep it learner-centered.
Ensure it's learned in context.
Present this information after foundation concepts are learned.
Make certain that the instruction is meaning-based.

38. EXAMPLES: Freppon & Dahl Embedded
Principles:
Integrate with other written language instruction.
Learning through demonstration.
Learning through active involvement.
Learning through multiple information sources.

39. "I think children need a lot of time and examples and support
"I think children need a lot of time and examples and support. I do teach the code directly by sitting down with them individually when they write and, also, in circle time with my
demonstrations, by writing in front of them. In individual sessions she helps children think about the words they choose. 'The children generate the writing ideas first. Then I find ways to hook onto the child's ideas and work with that meaning. I might say to a learner, 'I can see this says my because it starts with m' or 'I can see this is puppy because it has a ‘ p’ at the beginning and end.' I find the one thing that the child is trying to say and make the connection.

40. Kristin often says the child's intended word, slowly drawing out its sounds. Frequently, she also tells the child to say the words and asks, 'What do you hear?' just after the child
pronounces it. She often models listening for sounds and making connections to letters: 'I want to write about Dinosaurs, di-no-saurs, di-no, I hear a D, that starts dinosaurs.' As she writes the letter D on her own paper, she adds as an aside, 'Yes, D like in dinosaurs and D like in David in our class'".

41. EXAMPLES: “Inquiry Method”
In context
“What do you notice about the words…?”
“I see several words that begin with ‘th’. Who can point to one?”
“Can you find any other words with the same sound?”

42. EXAMPLES: Focus on Onset and Rime
Teach lots of print words holistically to encourage analogies between familiar/ unfamiliar print words.
In context and not with lists or cards
To do so holistically in stories through shared reading and such, we provide an optimal learning environment.

43. EXAMPLES: Focus on Onset and Rime
Using a “Word Wall”
After reading a predictable story with the children
Ask them to choose their favorite words in the story
Write each word on a separate piece of paper and highlight either the letters representing the onset or the rime.

44. EXAMPLES: Focus on Onset and Rime
Tell the children “These letters say /bl/” or “these letters say /ack/”
Put all the words on the wall and continually group together words with similar letters of letter strings.
Continue to build the word wall with new stories and groupings collaboratively
Make certain to put a little logo next to each word that represents the story from which the word was taken.

45. EXAMPLES: “What can you show us?”
Embeds elements in quality, contextualized reading and writing activities.
Child-centered and meets needs across a variety of levels of print knowledge.
Enables elements to develop in holistic contexts and this is guided by more literate individuals.

46. EXAMPLES: “What can you show us?”
FOUR STAGES
Preparation
Preview
Student Demonstration
Applications

47. EXAMPLES: “What can you show us?”
Preparation
Includes selection/display of reading materials
Choose texts that are relevant to classroom events
Display the book page on an easel

48. EXAMPLES: “What can you show us?”
Previewing
Alert children to the newly displayed text very early on in the day or in the session
Direct their attention again at the first of the reading
Give them a few moments to preview

49. EXAMPLES: “What can you show us?”
Student Demonstration
Before SLP reads the text, invite volunteers individually to step up and show something they know about the displayed text.
Gives children opportunity to engage with the text based on their current interests and abilities.
Anything is fair game.

50. EXAMPLES: “What can you show us?”
SLP is an observer, helper, and commentator
A key is for you to hold back and let students do the teaching.
You make positive, affirming comments about whatever the children demonstrate.

51. EXAMPLES: Sounding Out Words
Typically during Spelling
Jenny: Mrs. Nicholas, how do you
spell hospital?
Mrs. N: Spell it as best you can, Jenny
Jenny: I don’t know how to spell it

52. EXAMPLES: Sounding Out Words
Mrs. N: I know you don’t know how to spell it, honey. I just want you to write as much of the word as you can.
Jenny: I don’t know any of it
Mrs. N: Yes, you do, Jenny. How do
you think hospital starts?
Jenny: (very tentatively) h-s
Mrs. N: Good! Write hs. What do you hear next in hospital?

53. EXAMPLES: Sounding Out Words
Jenny: (still tentatively) p-t
Mrs. N: Yes! Write the pt. Now, what’s the last sound you hear in hospital?
Jenny: (with more assurance) l
Mrs. N: Excellent, Jenny, h-s-p-t-l is a fine way to spell hospital. There is another way to spell hospital, but for now I want you to spell words you don’t know just as we did here.

54. EXAMPLES: Collaborative Spelling
The first opportunity came when we made our Thanksgiving soup. Each child brought a vegetable the day before Thanksgiving to put in the soup.....At group time, I clipped a large piece of paper to the easel and suggested that we make a list of all the things we had put into the soup...I chose a child to start because she had been engaging in a great deal of invented spelling, often with the help of a playmate.

55. EXAMPLES: Collaborative Spelling
She began sounding out “cucumber”, the ingredient she had brought. She said , “cu, cu, a Q.” A few children began yelling “No! Not a Q...K”. She thought a moment and then wrote “KU”. Her friend said “K” again. She began to sound out the word some more saying “uh-uh-uh”. She wrote an “A” after “KUK”. Finally she said “ber-ber-ber”, and there was a chime of “B”! Some children yelled, “Now “R” Someone protested saying, “No, “E”. The result was “KUKABER”

56. MATERIAL EMPLOYED - This helps the child anticipate what comes next
The books should be well‑written.
-- Materials should include good language which help kids build a set of pragmatic maps by allowing utilization of the cueing systems.
- This helps the child anticipate what comes next

57. Review: Said Another Way
Employ the principles of meaning-making
Parallel to the development of oral language
The conditions:
Meaningful
Contextualized
Recurrent
Contrastive
Active Engagement

58. The Key: Strategies not Skills
The behaviors taught directly, often in a predetermined sequence and then practiced in isolation.
The teacher controls how much practice or
exercise the student needs. Application to new and meaningful context rarely occurs.

59. The Key: Strategies not Skills
The behaviors are taught in a broader context because the learner demonstrates a need for specific skills in the instructional/ learning setting.
Strategy teaching concerns the presence of self-direction on the part of the learner, skills teaching does not.

60. Finally, Ask Yourself:
Are your efforts fostering meaning-based strategies and independence when a student can’t read a word, or are you relying only on, “look at the letters” and “What sounds do the letters make?”
Are you using engaging books with predictable text that support the reader, or are your texts dull and sequentially based for skills?
Are you guiding students to apply strategies, or are you teaching for mastery of skills?

61. Finally, Ask Yourself:
Are you giving students sufficient wait time and encouragement to figure out words and meanings on their own, or are you quick to supply the answer?
After students have one-to-one matching and some confidence as readers, are you introducing students to unfamiliar text to note what strategies they have under control, or are students reading only books they have already heard?

62. For a Copy of The Handout
Any Search Engine
“Jack Damico Home page” or
6498/damico/damicohomepage.html
Look on bottom of page for “Presentations”
After Monday