How Does an Unfamiliar Word Become a Known Sight Word?
How Does an Unfamiliar Word Become a Known Sight Word?
by Susan Hall -Iowa Special Education Symposium, June 14, 2016 Susan Hall, EdD, 95 Percent Group Inc. - www.95percentgroup.comTwitter: @susanhall_Edd Presentation based on book by David A. Kilpatrick (Wiley, 2015) Essentials of Assessing, Preventing, and Overcoming Reading Difficulties
Definition of Sight Word: Kilpatrick’sDefinition:________________________________________________________ _______________________________________________________________________
Ehri’sDefinition:________________________________________________________ _______________________________________________________________________
Ehri’s 4 Phases of Word Reading Development : PreAlphabetic o May or may not know letters o Lack of phoneme awareness o Sight words identified by remembering salient visual cues or context clues (environment print) o Words spelled non-phonetically Partial Alphabetic o Most letter shapes and names known o Limited phonemic awareness o Sight words learned by remembering partial letter-sound connections o Partial phonetic spellings Full Alphabetic o Major letter-sound associations known o Full phonemic awareness developed including segmentation and blending o Sight words learned by remembering complete letter-sound connections o Growing ability to decode unfamiliar words and nonwords o Unfamiliar words read by decoding o Increasingly accurage spelling Consolidated Alphbetic o Predominate use of syllabic information 1
How Does an Unfamiliar Word Become a Known Sight Word?
by Susan Hall -Iowa Special Education Symposium, June 14, 2016
Susan Hall, EdD, 95 Percent Group Inc. - www.95percentgroup.comTwitter: @susanhall_Edd o Sight words learned by letter-syllable connections o Decode unfamiliar words and nonwords proficiently Why does having a large sight bank matter? Reading words by sight reduces the number of times decoding is necessary o Affects fluency and enables more cognitive deskspace to be used for comprehension 2 Questions: How does an unfamiliar word become a familiar sight word? Why do poor readers have limited sight vocabularies? Alphabetic Principle: “The alphabetic principle is neither a skill nor a strategy; it is an insight. The alphabetic principle is the insight that there is a direct connection between the sounds of spoken language and the letters in the written words.” (Kilpatrick, 2015, pg. 93) Kilpatrick on the Role of Phonics in Developing Sight Words: “In weak readers, phonics helps with identifying unfamiliar words, but does not necessarily promote instant word recognition. This is a significant problem because skilled readers primarily read by instant recognition based on a large sight vocabulary.” (Kilpatrick, 2015, pg. 41) “A growing amount of research suggests that for typically developing readers, phonics decoding may be the gateway to sight-word learning. By itself, phonic decoding is not capable of producing a sight-word memory, yet it appears to provide the opportunity for such learning.” (Kilpatrick, 2015, pg. 95) Kilpatrick on the Importance of Phonemic Awareness: When Does it Develop? o “Phonological awareness continues to develop in typical readers beyond first grade, even though most programs and assessments discontinue training and assessing phonological awareness at the end of first grade. This later-developing phoneme proficiency significantly impacts reading development.” (Kilpatrick, 2015, pg. 66) o Basic PA developed by the end of grade 1 (phoneme blending and segmentation) o “Advanced phonological awareness (Adams’ fifth and highest level) continues to develop until about third or fourth grade.” (Kilpatrick, 2015, pg. 85) Which skills are important? o “Tests that involve manipulating phonems, such as delteing, substituting, or reversing phonemes within words, appear to tap into this advanced level of phonological awareness/proficiency. Advanced phonemic awareness appears to be needed for efficient sight vocabulary development.” (Kilpatrick, 2015, pg. 85)
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How Does an Unfamiliar Word Become a Known Sight Word?
by Susan Hall -Iowa Special Education Symposium, June 14, 2016 Susan Hall, EdD, 95 Percent Group Inc. - www.95percentgroup.comTwitter: @susanhall_Edd
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How Does an Unfamiliar Word Become a Known Sight Word?
by Susan Hall -Iowa Special Education Symposium, June 14, 2016 Susan Hall, EdD, 95 Percent Group Inc. - www.95percentgroup.comTwitter: @susanhall_Edd
“The phonemes that make up the sounds of words in the phonological lexicon will act as anchoring points for remembering the spelling sequence of written words.” (Kilpatrick, 2015, pg. 87) “Efficient orthographic mapping will only occur if the student has adequate phonemic awareness/analysis. If he cannot pull apart the sounds in words, he cannot align those sounds to the order of the letters.” (Kilpatrick, 2015, pg. 100) “Phonemic awareness difficulties prevent them (struggling readers) from connecting the phonological lexicon with the printed form of the language.” (Kilpatrick, 2015, pg. 90) “The most common phonemic awareness task, phoneme segmentation, is one of the least sensitive phonological awareness tasks. Beyond first grade, it is not a good indicator of the degree of phonemic proficiency needed for skilled reading. ” (Kilpatrick, 2015, pg. 66) Phonological Awareness Intervention Studies “The highly successful intervention results involved eliminating the phonological awareness difficulties in those weak readers. Other intervention studies that did not eliminate phonological awareness deficits had less impressive outcomes.” (Kilpatrick, 2015, pg. 66)
Orthographic mapping “Orthographic mapping is the process readers use to store written words for immediate, effortless retrieval. It is the means by which readers turn unfamiliar written words into familiar, instantaneously accessible sight words.” (Kilpatrick, 2015, pg. 81) o It is how children expand their sight vocabularies “Orthograhic maping establishes a stable memory of spelling patterns.” (Kilpatrick, 2015, pg. 81) Recognition vs. Recall o “Orthographic recognition is the ESSENCE of word recognition – a particular orthographic sequence is instantly recognizes as a familiar word. Yet to correctly spell words, orthographic recall is necessary (i.e., it is boat, not bote). Orthographic recall appears to require a more detailed, well-encoded memory of orthographic sequences.” ((Kilpatrick, 2015, pg. 82) Role of Phonological LT Memory o “If a student can sound out the letters in a word, and can blend those sounds together, it is likely that she will determine the spoken form of the word. The resulting pronunciation should activate a word in phonological long-term memory.” (Kilpatrick, 2015, pg. 94)
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How Does an Unfamiliar Word Become a Known Sight Word?
by Susan Hall -Iowa Special Education Symposium, June 14, 2016 Susan Hall, EdD, 95 Percent Group Inc. - www.95percentgroup.comTwitter: @susanhall_Edd
Instruction to Promote Orthographic Mapping
Steps for Phoneme-Grapheme Mapping o Say the word o Fingerstretch the sounds o Count the sounds o Draw around the boxes o Pull down one sound at a time o Say the word
Recommended Resources: David A. Kilpatrick (2015, Wiley). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties Ehris, Linnea C. (2014) Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulry Learning, Scientific Studies of Reading, 18:1, 5-21, DOI: 10.1080/10888438.2013.819356
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by Susan Hall -Iowa Special Education Symposium, June 14, 2016 Susan Hall, EdD, 95 Percent Group Inc. - www.95percentgroup.comTwitter: @susanhall_Edd Presentation based on book by David A. Kilpatrick (Wiley, 2015) Essentials of Assessing, Preventing, and Overcoming Reading Difficulties
Definition of Sight Word: Kilpatrick’sDefinition:________________________________________________________ _______________________________________________________________________
Ehri’sDefinition:________________________________________________________ _______________________________________________________________________
Ehri’s 4 Phases of Word Reading Development : PreAlphabetic o May or may not know letters o Lack of phoneme awareness o Sight words identified by remembering salient visual cues or context clues (environment print) o Words spelled non-phonetically Partial Alphabetic o Most letter shapes and names known o Limited phonemic awareness o Sight words learned by remembering partial letter-sound connections o Partial phonetic spellings Full Alphabetic o Major letter-sound associations known o Full phonemic awareness developed including segmentation and blending o Sight words learned by remembering complete letter-sound connections o Growing ability to decode unfamiliar words and nonwords o Unfamiliar words read by decoding o Increasingly accurage spelling Consolidated Alphbetic o Predominate use of syllabic information 1
How Does an Unfamiliar Word Become a Known Sight Word?
by Susan Hall -Iowa Special Education Symposium, June 14, 2016
Susan Hall, EdD, 95 Percent Group Inc. - www.95percentgroup.comTwitter: @susanhall_Edd o Sight words learned by letter-syllable connections o Decode unfamiliar words and nonwords proficiently Why does having a large sight bank matter? Reading words by sight reduces the number of times decoding is necessary o Affects fluency and enables more cognitive deskspace to be used for comprehension 2 Questions: How does an unfamiliar word become a familiar sight word? Why do poor readers have limited sight vocabularies? Alphabetic Principle: “The alphabetic principle is neither a skill nor a strategy; it is an insight. The alphabetic principle is the insight that there is a direct connection between the sounds of spoken language and the letters in the written words.” (Kilpatrick, 2015, pg. 93) Kilpatrick on the Role of Phonics in Developing Sight Words: “In weak readers, phonics helps with identifying unfamiliar words, but does not necessarily promote instant word recognition. This is a significant problem because skilled readers primarily read by instant recognition based on a large sight vocabulary.” (Kilpatrick, 2015, pg. 41) “A growing amount of research suggests that for typically developing readers, phonics decoding may be the gateway to sight-word learning. By itself, phonic decoding is not capable of producing a sight-word memory, yet it appears to provide the opportunity for such learning.” (Kilpatrick, 2015, pg. 95) Kilpatrick on the Importance of Phonemic Awareness: When Does it Develop? o “Phonological awareness continues to develop in typical readers beyond first grade, even though most programs and assessments discontinue training and assessing phonological awareness at the end of first grade. This later-developing phoneme proficiency significantly impacts reading development.” (Kilpatrick, 2015, pg. 66) o Basic PA developed by the end of grade 1 (phoneme blending and segmentation) o “Advanced phonological awareness (Adams’ fifth and highest level) continues to develop until about third or fourth grade.” (Kilpatrick, 2015, pg. 85) Which skills are important? o “Tests that involve manipulating phonems, such as delteing, substituting, or reversing phonemes within words, appear to tap into this advanced level of phonological awareness/proficiency. Advanced phonemic awareness appears to be needed for efficient sight vocabulary development.” (Kilpatrick, 2015, pg. 85)
2
How Does an Unfamiliar Word Become a Known Sight Word?
by Susan Hall -Iowa Special Education Symposium, June 14, 2016 Susan Hall, EdD, 95 Percent Group Inc. - www.95percentgroup.comTwitter: @susanhall_Edd
3
How Does an Unfamiliar Word Become a Known Sight Word?
by Susan Hall -Iowa Special Education Symposium, June 14, 2016 Susan Hall, EdD, 95 Percent Group Inc. - www.95percentgroup.comTwitter: @susanhall_Edd
“The phonemes that make up the sounds of words in the phonological lexicon will act as anchoring points for remembering the spelling sequence of written words.” (Kilpatrick, 2015, pg. 87) “Efficient orthographic mapping will only occur if the student has adequate phonemic awareness/analysis. If he cannot pull apart the sounds in words, he cannot align those sounds to the order of the letters.” (Kilpatrick, 2015, pg. 100) “Phonemic awareness difficulties prevent them (struggling readers) from connecting the phonological lexicon with the printed form of the language.” (Kilpatrick, 2015, pg. 90) “The most common phonemic awareness task, phoneme segmentation, is one of the least sensitive phonological awareness tasks. Beyond first grade, it is not a good indicator of the degree of phonemic proficiency needed for skilled reading. ” (Kilpatrick, 2015, pg. 66) Phonological Awareness Intervention Studies “The highly successful intervention results involved eliminating the phonological awareness difficulties in those weak readers. Other intervention studies that did not eliminate phonological awareness deficits had less impressive outcomes.” (Kilpatrick, 2015, pg. 66)
Orthographic mapping “Orthographic mapping is the process readers use to store written words for immediate, effortless retrieval. It is the means by which readers turn unfamiliar written words into familiar, instantaneously accessible sight words.” (Kilpatrick, 2015, pg. 81) o It is how children expand their sight vocabularies “Orthograhic maping establishes a stable memory of spelling patterns.” (Kilpatrick, 2015, pg. 81) Recognition vs. Recall o “Orthographic recognition is the ESSENCE of word recognition – a particular orthographic sequence is instantly recognizes as a familiar word. Yet to correctly spell words, orthographic recall is necessary (i.e., it is boat, not bote). Orthographic recall appears to require a more detailed, well-encoded memory of orthographic sequences.” ((Kilpatrick, 2015, pg. 82) Role of Phonological LT Memory o “If a student can sound out the letters in a word, and can blend those sounds together, it is likely that she will determine the spoken form of the word. The resulting pronunciation should activate a word in phonological long-term memory.” (Kilpatrick, 2015, pg. 94)
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How Does an Unfamiliar Word Become a Known Sight Word?
by Susan Hall -Iowa Special Education Symposium, June 14, 2016 Susan Hall, EdD, 95 Percent Group Inc. - www.95percentgroup.comTwitter: @susanhall_Edd
Instruction to Promote Orthographic Mapping
Steps for Phoneme-Grapheme Mapping o Say the word o Fingerstretch the sounds o Count the sounds o Draw around the boxes o Pull down one sound at a time o Say the word
Recommended Resources: David A. Kilpatrick (2015, Wiley). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties Ehris, Linnea C. (2014) Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulry Learning, Scientific Studies of Reading, 18:1, 5-21, DOI: 10.1080/10888438.2013.819356
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