word recognition
The Four-Part Processing Model
Breonna Simmons, CCC-SLP, W.D.P
LETRS Facilitator Candidate
Presenter
B.A. in Communication Sciences and Disorders
M.S. in Speech-Language Pathology
Speech-Language Pathologist
Reading Specialist
Wilson Reading System
Top ten tools
mother
mute the mic
Ask questions
Etiquette & expectations
be open-minded
Average number of times a person checks their cell phone is 150 -190 times a day.
Objectives:
1. Understand the four part processing model
2. understand the three-cueing system
3. state the similarities & differences between the the four part processing model and the three-cueing system
4. Understand the implications for reading instruction and intervention
5. how to apply the model in the classroom setting
Objectives
Background Information
Background
Wolf, Maryanne. (2018). Reader Come Home: The Reading Brain in a Digital World. Harper Collins Publisher; First Edition.
Graphophonic cues
Does it look right??? (visual)
1. Word knowledge:
- letter vs words vs sentences
2. Graphophonic knowledge:
- letters & sounds
- decoding
- phonics
- letter patterns
- sound-symbol correspondence
3. Orthographic knowledge:
- the understanding of how spoken language is recognized in print
what does this look like???
Teacher prompts students to look at the first letter of a word to guess what the word is.
“The first letter we see is b. B says /b/. “What do you think that word might be?”
Semantic cues
1. Topic/Content Knowledge
2. Cultural/World knowledge
- current events
- historial events
- historical figures
3. Vocabulary knowledge
- word relationships
- multi-meaning words
- synonyms/antonyms
- homonyms/homophones
- prefixes/suffixes
- base words/root words
Teachers prompt students to guess a word based on context.
(The librarian is reading a book). “What would a librarian be reading?”
what does this look like???
Syntactic cues
1. Knowledge of English
2. Knowledge of grammatical patterns and language structures
The teacher prompts the student to look at the part of speech the word in question.
“What noun would fit here?”
what does this look like???
Functions
1. Categorizing & identifying phonemes (i.e., place, manner, voicing)
2. Producing speech sounds and syllables in words (i.e., nana vs banana)
3. Imitating and producing prosody (i.e., flow, rhythm, volume, and intonation)
* starts before we learn words*
Functions
4. Comparing & distinguishing between similar sounding words (i.e., tenet/tenant, reintegrate/reiterate)
5. Retaining & repeating sounds in words or words in phrases (i.e., b-a-t; the boy had a bat)
6. Retrieval and pronunciation of spoken words
7. Retaining & retrieving sounds of words for writing (i.e., s-u-n = sun)
8. Matching sounds in words to there alphabetic symbol
Implications
2. Difficulty:
- remembering sounds or letters
- blending
- recognizing differences between sounds (i.e., i/e, k/g, f/th) and words
- spelling/pairing letter to each sound in a word (i.e., "fn" for fun)
Implications
1. Phonological Processing Disorder
- liquid gliding (i.e., "wion" for lion)
- fronting (i.e., "tat" for cat)
- backing (i.e., "kime" for time)
- stopping (i.e., "titer" for sister)
- final consonant deletion (i.e., "do" for dog)
- devoicing ("came" for game)
- cluster reduction (i.e., "cown" for clown)
- syllable reduction (i.e., "puter" for computer)
Intervention
intervention
1. Collaboration with an SLP
2. Explicit phonological awareness instruction
- syllable counting
- syllable blending, deletion, and manipulation
- onset-rime
3. Explicit phonemic awareness instruction
- blending
- segmenting
- deletion
- manipulation/substitution
Check-in
The quick clip of the toddlers babbling showed an example of what in phonology?
a. identifying phonemes
b. distinguishing words
c. producing prosody
d. repeating words
Functions
Functions
1. Processes visual input/symbols (letters & digits)
2. Recognizes familiar letter patterns and word structures
3. Recognizes other print symbols, including:
- punctuation marks (. , ! ? ")
- diacritical marks (accent, tone, stress)
- spaces
4. Processes gaphemes and grapheme rules for rapid retrieval of letters and words
- words from different origins or languages
- ff, ll, ss
- b, t, p - can be doubled
- e, ei, igh, eigh
Implications
Implications
Difficulties with acquiring reading & spelling skills:
- sight words or automatic word recognition
- misspell common words
- weak fluency skills, thus can impact overall comprehension
Interventions
1. Individuals would benefit from multisensory, explicit, frequent and intense remediation.
2. Intervention or classroom instruction should target:
Intervention
- Phonics Instruction: letter-sound correspondences, syllable patterns, and phonemic awareness (simple & advanced)
- Spelling Instruction: Teach spelling rules, patterns, and strategies to help the individual understand and apply orthographic principles.
- Sight Word Recognition
- Word Analysis Skills: Develop the individual's ability to break down words into smaller units (morphemes) such as prefixes, suffixes, and root words.
- Visual Discrimination and Visual Memory: Implement activities and exercises that strengthen the individual's ability to visually discriminate between similar letters or words.
- Reading Fluency Practice
- Assistive Technology: Explore the use of assistive technology tools, such as text-to-speech software or speech recognition software, that can support reading and writing for individuals with weak orthographic processing skills.
- Individualized Instruction: Tailor remediation strategies to the specific needs and strengths of the individual. Conduct ongoing assessments to monitor progress and adjust interventions accordingly.
check-in
the orthographic processing system allows an individual to identify other symbols, such as punctuation marks, diacrtitical marks, and spaces?
true or false?
functions
1. Interprets the meaning of words in and out of context
- synonyms
- antonyms
- word relationships
- roots
- morphemes
- prefixes/suffixes
functions
implications
*Underdeveloped vocabulary is a major contributor to reading comprehension problems*
implications
interventions
interventions
1. Explicit vocabulary instruction in and out of context:
- synonyms
- antonyms
- word relationships
- roots
- morphemes
- prefixes/suffixes
since vocabulary does not help you decode a word, the meaning processor is not as critical as the phonological and orthographic processors.
True or false?
check-in
function
functions
Directly impacts the meaning processor:
- words embedded in a sentence
- words surrounding a sentence
- concepts or events surrounding the text
- supports the readers understanding of word meaning
- background knowledge
implications
implications
An individual with a weak context processor would exhibit dificulties with:
- Background knowledge
- Understanding word meaning
- Deciphering between multiple meaning words
- Understanding figurative language (may be a literal thinker)
- Catching decoding errors and rereading a passage for clarification
- Reading comprehension
interventions
interventions
Explicitly develop and support:
- background knowledge
- Figurative language
- similes
- metaphors
- personification
- multiple meaning words
- homophones
- homonyms
Check-in
The woman knew the man from an event she attended in her ________ .
a. Passed
b. Past
which model is most effective???
compare & contrast
Recognize the importance of word recognition, orthographic knowledge, vocabulary, and background knowledge/context.
- origin of idea is unclear
- phonological & orthographic processors are not distinguished (visual)
- phonology is not embedded in word recognition
- phonics are not included
- overemphasizes context & meaning
- rooted in modern brain science
- phonological & orthographic processors are distinguished (linguistic)
- phonological & phonemic awareness are emphasized
- systematic & oganized teaching of phonics
- context & meaning indirectly influences word recognition
- strategies: dependence on pictures, pre-reading rehearsal, memorization, attending to context - decoding is a last resort
- assessments: classwork & observations to determine which cues are and are not effective with that student
- instruction: connected text reading, context-based word recognition, leveled book reading
- strategies: look at letters & letter patterns; sound words out carefully; check for understanding
- assessments: components of reading are explicitly evaluated (phonological/phonemic awareness, word reading, passage reading, fluency, comprehension)
- instruction: phonemic awareness, phonics decoding, fluency, vocabulary, comprehension
How we teACH
what does this mean?
explicit, systematc instruction
What does this look like?
Objectives:
1. Understand the four part processing model
2. understand the three-cueing system
3. state the similarities & differences between the the four part processing model and the three-cueing system
4. Understand the implications for reading instruction and intervention
5. how to apply the model in the classroom setting
What does this all mean for us as readers, educators, & parents?
Are there changes that need to be made? if so, what are they?
Reflection
Questions
or comments
“Books are home – real, physical things you can love and cherish.” – Michael Dirda