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Transcript

word recognition

Intro

The Four-Part Processing Model

Conclusion

intro

Breonna Simmons, CCC-SLP, W.D.P

LETRS Facilitator Candidate

Introduction

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.

Three Cue

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

  • academic subjects

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

Semantic cues

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???

Four-Part

Phonics

Phonological

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

Orthographic

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?

Meaning

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

Context

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

comparison

Contrast

Similarities

Recognize the importance of word recognition, orthographic knowledge, vocabulary, and background knowledge/context.

Differences

Differences

Three Cueing

Four Part

  • 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

Differences

Three Cueing

Four Part

  • 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

INTENTIONAL

RESEARCHED-BASED

How we teACH

MULTISENSORY

consistent

what does this mean?

SYSTEMATIC

EXPLICIT

phonemic awareness

Implications

fluency

vocabulary

phonic decoding

comprehension

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

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