Video
APP #1
APP #2
Alphabet, Spelling and Phonics!
(on iPad)
Phonics Genius
(On iPod)
References
http://www.readingrockets.org/content/pdfs/mamaandme.pdf
http://www.readingrockets.org/strategies/alphabet_matching
http://www.readingrockets.org/strategies/blending_games
http://www.fcrr.org/assessment/PDFfiles/DiagnosticTools.pdf
CTOPP-2
Comprehensive Test of
Phonological Processing - Second Edition
Test of Word Reading
Efficiency–Second Edition
(TOWRE–2)
Uses for the TOWRE–2
The current edition of the TOWRE has been widely
used for three different purposes:
Early identification. The TOWRE–2 can be used in identifying children in the early elementary grades who will require more intensive or explicit instruction in word reading skills in order to make adequate progress in learning to read.
Diagnosis of reading disabilities. The test is also being widely used as part of a battery of tests for diagnosis of specific reading disabilities in older children and adults. The TOWRE–2 can be used either as a replacement for or as a supplement to standard diagnostic tests of context-free word reading ability currently in use.
Research. Since its publication in 1999, the TOWRE has been widely used in research as a quick and reliable assessment of word-level reading skills in both large and small research populations.
Assessments
Uses of the CTOPP-2
The CTOPP-2 has four principal uses: (1) to identify individuals who are significantly below their peers in important phonological abilities, (2) to determine strengths and weaknesses among developed phonological processes, (3) to document individuals' progress in phonological processing as a consequence of special intervention programs, and (4) to serve as a measurement device in research studies investigating phonological processing.
CTOPP-2 Subtests
Elision measures the ability to remove phonological segments from spoken words to form other words.
Blending Words measures the ability to synthesize sounds to form words.
Sound Matching measures the ability to select words with the same initial and final sounds.
Phoneme Isolation measures the ability to isolate individual sounds within words.
Blending Nonwords measures the ability to synthesize sounds to form nonwords.
Segmenting Nonwords measures the ability to segment nonwords into phonemes.
Memory for Digits measures the ability to repeat numbers accurately.
Nonword Repetition measures the ability to repeat nonwords accurately.
Rapid Digit Naming measures the ability to rapidly name numbers.
Rapid Letter Naming measures the ability to rapidly name lettersRapid Color Naming measures the ability to rapidly name colors.
Rapid Object Naming measures the ability to rapidly name objects.
What is Phonics?
A method of teaching people to read by correlating sounds with letters or groups of letters in an alphabetic writing system
- connection between graphemes (letter symbols) to phonemes (letter sounds)
- the goal of phonics instruction is to help readers quickly determine the sounds in unfamiliar written words
Phonics
Why is Phonics Important
Without an understanding of the relationship between letters and sounds, reading cannot occur.
* The multifaceted connection between print and pronunciation is an important component of any instructional program in reading because it provides readers with tools for discovering new written words.
When should it be taught and assessed?
+ The earlier the better!
+ Phonics instruction may be provided systematically or incidentally.
- analogy phonics
- analytic phonics
- embedded phonics
- phonics through spelling
- synthetic phonics
+ Phonics should be assessed as it is taught (formally and informally).
Alphabet Matching
• Young learners are learning the understanding of the
alphabetic principle – the understanding that there are systematic and predictable relationships between written letters and spoken sounds.
• Knowing the letter sounds help the student learn the letter names
• You can use this strategy before reading, during reading, and after reading
• You can use this strategy with a student individually, in a small group, or with the entire class
Blending and Segmenting
• Children who know how to segment and blend sounds easily are able to use the knowledge when reading and spelling
• Segmenting and blending individual sounds can be difficult at the beginning; students should begin segmenting and blending syllables. Once that style is mastered they can prepare for instruction and practice with individual sounds.
• You can use segmenting and blending during reading
• Segmenting and blending can be used individually, with a small group, or in a whole class setting
“Mama and Me”
1. Make copies of the Mama and Me
picture cards, one set for each student.
2. Ask students to help the Mama animals find their babies. Students will match upper-case mothers with their lower-case children.
Strategies
“Guess-The-Word”
1. Students will be able to blend and identify a word that is stretched out into its component sounds
2. Place a small number of picture cards in front of the student. Tell them you are going to say a work using “Snail Talk” a slow way of saying words. (e.g., /fllllllaaaaagggg/). They have to look at the pictures and guess the word you are saying. It is important to have the children guess the answer in their head so that everyone gets an opportunity to try it. Alternate between having one student identify the word and having all students say the word aloud in chorus to keep students engaged.