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EHRI'S PHASES

ch-

th-

sh-

wh-

a

b

c

GRAPHO-PHONIC DECODING

Grapho-phonic Decoding

DEFINITION

Grapho-phonic decoding relates to using letter sound relationships and knowledge acquired by students through teaching programs to be able to efficiently read words and support a child’s reading development.

Linnea Ehri (1985)

DESCRIPTION

He developed a theory regarding how word reading skills develop in adolescents and helps educators understand the different phases children move through on their journey of reading development. Gaining an understanding of this theory allows better promotion in students progress to develop into proficient readers, especially in struggling readers.

Stage 1:

PRE-ALPHABETIC PHASE

When a child has little to no alphabetic knowledge and uses other cues such as visual cues in order to work out words. Visual cues can be shapes, pictures, logos etc. (such as the McDonalds arch or pictures in a picture book.) Children in this phase may recognize certain words as pictures and read words as wholes and should be moved past by early kindergarten.

PARTIAL ALPHABETIC PHASE

Stage 2:

Children in this phase begin to demonstrate subtle use of grapheme-phoneme and/or letter-sound connections (known as phonetic cue reading) despite many of the connections made being unreliable. Kids often use the first letter sound in specific contexts in order to guess familiar words such as associating the letter P with puppy. When working with young students within this stage educators should reinforce letter sound knowledge and phonemic awareness, emphasising all letters in every word.

FULL ALPHABETIC PHASE

Stage 3:

Readers convert letters into sounds and words and is much more reliable than phonetic cue reading. Children in this phase have a working knowledge of majority letter-sound correspondences, have phonemic awareness, the ability to decode sequentially and can step-by-step use their decoding skills too read unfamiliar words. This phase is usually begun by late kindergarten to early first grade. Repeated exposure to words with taught grapheme-phoneme correspondences is vital for development in this phase. Promoting orthographic mapping, and the strengthening of connections between graphemes and phonemes

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Stage 4:

CONSOLIDATED ALPHABETIC PHASE

Where children begin to consolidate their knowledge of phonemes and grapheme blends to read reoccurring words, beginning to use chunks to decode rather than individual phonemes. Their orthographic mapping skills keep developing as chunks become more easily recognizable, and readers more readily self-teach themselves new connections.

AUTOMATIC PHASE

Stage 5

Considered the final phase in word reading development (Ehri & McCormick, 1998). By now word reading is quick and effortless besides unfamiliar words in which learnt strategies can be used in order to decode the word. Majority of adults have reached this stage.

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TASK 1: Digraph Wheels

These digraph wheels are an easy to plan and create task which younger students who are beginning to learn digraphs around prep may find very useful. Students are given common digraphs such as sh- and ch- and must use clothes pegs to match to the correlating image which contains that digraph. For example: in the image below, the given digraph is sh so students should attach the pegs to the images of the shell, ship, sheep, shark and shovel with the answers dotted on the back of the wheel which the students can use to self-correct their answers. When students label all the correct words with the pegs they can begin on another with a different digraph.

LEARNING TASKS

Image sourced from https://www.playdoughtoplato.com

TASK 2: Digraph Bug Swatting

Another relatively easy to prepare fun, simple task for students. Print and laminate the game cards which contain bugs with varying digraphs on them as well as smaller cards which contain a variety of small words. Students can take turns as they use either a fly swat or their hands to point out the correct digraph which is found in one of the word cards. For example: The word thumb is chosen the student must repeat the word and swat the th- digraph bug in order to advance to the next student. This process can repeat until all game cards have been done.

TASK 2

Image sourced from https://www.teachstarter.com/au

ASSESSMENT 1: Recognising letters & corresponding letter-names with sounds

ASSESSMENTS

Students can be tested using an alphabet chart (available online) as the teacher points out each letter one by one asking the student the following three questions about each:

- The name of the letter

- A sound the letter makes

- Two words which begin with a sound that the letter makes

Teachers record the students responses using the letter and letter-sound knowledge profile and can indicate the following:

-The students response (tick for correct, if incorrect record the incorrect response

-The time the student takes to respond (R= Rapid/Automatic response, S= Slow/delayed response)

PDF sourced from https://www.education.vic.gov.au/

ASSESSMENT 2: Predicting words in sentences when only presented with the first letter

#2

Teachers gain access to the word prediction task available online. Once students understand that they must predict the words using only the first letter begin to read and point out the sentences slowly pausing at the empty spaces and giving them the chance to answer. Record whether the student does the following on the letter + letter sound knowledge profile:

- The students response (tick if given a word starting with the same letter and note any incorrect responses)

- The time it takes for the student to response (R= Rapid/Automatic response, S= Slow/delayed response)

PDF sourced from https://www.education.vic.gov.au/

References:

Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21.

Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151-218.

Ehri, L. C., & McCormick, S. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading & Writing Quarterly, 14(2), 135-163

Pressley, M., & Allington, R. L. (2014) Reading Instruction That Works: The Case for Balanced Teaching

Chapman, J. W., & Tunmer, W. E. (2003). Reading difficulties, reading-related self-perceptions, and strategies for overcoming negative self-beliefs. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19(1), 5–24. https://doi.org/10.1080/10573560308205

Lane, H. B. (2020) ‘How Children Learn to Read Words: Ehri’s Phases’, p. 3.

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