Download Learning to read for HI children

Strategies to apply throughout all Phases;
 Check hearing equipment
 Always provide accessible lip pattern
 Be aware of child’s hearing loss and consequent access to speech sounds –
aided and unaided
 Be aware of child’s familiar vocabulary
 Multi-sensory approach essential throughout the programme.
Phases of progression
Phase 6 - Reading
Phase 6 - Spelling
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Longer and less familiar
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Continue to segment
texts.
words into phonemes
• Learn rarer GPCs (p23 thin
but developing accuracy
book of L&S)
through making
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Greater familiarity with
informed choices of
graphemes of two or more
graphemes where there
letters.
are alternatives.
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Spelling work focused on
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Using spelling
structure of words
conventions and
supports decoding.
guidelines to support
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Increased numbers of
this (see p187 fat book).
words which can be read
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Learn conventions for
automatically.
adding common suffixes
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Use context to support
e.g. –ed, -ing (p189).
decisions about where to
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Develop strategies for
place stress in a
independent spelling
polysyllabic word.
and proof reading.
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Greater emphasis on
developing a range of
comprehension strategies.
Phase 5
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Give the sound when shown any grapheme that has been
taught
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For any given sound, write the common graphemes
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Apply phonic knowledge and skills as the prime approach
to reading and spelling unfamiliar words that are not
completely decodable
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Read and spell phonically decodable 2 & 3 syllable words
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Read automatically all the words in the list of 100 HF words
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Accurately spell most of words in list of 100 HF words
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Form each letter correctly
Phase 4
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Give the sound when shown any phase 2 and 3 grapheme
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Find any phase 2 and 3 grapheme, from a display, when
given a sound
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Be able to blend and read words containing adjacent
consonants
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Be able to segment and spell words containing adjacent
consonants
Difficulties which may be experienced by
HI child
See previous difficulties in Phases 1,2&3
Possible teaching strategies
See previous difficulties in Phases 1,2&3
See previous difficulties in Phases 1,2&3
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Start to encourage self-correction in some of child’s
spelling within personalised reading books.
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Be able to read the tricky words some, one, said, come,
do, so, were, when, have , their, out, like, little, what
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Be able to spell the tricky words she, we, me, be, was,
my, you, her, they, all, are
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Write each letter, usually correctly
Phase 3
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Reading and spelling a wide range of CVC words using all
letters and less frequent consonant digraphs and some
long vowel phonemes.
Graphemes:
ear, air, ure, er,
ar, or, ur, ow, oi,
ai, ee, igh, oa, oo
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Reading and spelling CVC words using a wider range of
letters, short vowels, some consonant digraphs and double
letters.
Consonant digraphs
ch, sh, th, ng
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Reading and spelling CVC words using letters and short
vowels.
Letter progression
Set 7: y, z, zz, qu
Set 6: j, v, w, x
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Delayed vocabulary will affect choices
within this phase
Digraphs very difficult to access.
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SALT to assist with speech production of digraphs –
school to liaise with SALT and follow up
recommendations (child may not be ready to cover
these sounds within normal speech and language
development pattern)
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Make personalised reading books using child’s own words
and attempts at spelling.
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Blending and segmenting activities need to be multisensory at all times
Extend each phoneme orally to enable child to access
the sound and attempt to produce
Make each phoneme clear either individually or within
word
Allow HI child longer access to visual/pictorial clues
Be able to read the tricky words she, we, me, be, was,
my, you, her, they, all, are
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Be able to spell the tricky words I to no go the into
Phase 2
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Using common consonants and vowels Blending for
reading and segmenting for spelling simple CVC words.
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Knowing that words are constructed from phonemes and
that phonemes are represented by graphemes.
Letter progression:
Set 5: h, b, f, ff, l, ll, ss
Set 4: ck, e, u, r
Set 3: g, o, c, k
Set 2: i, n, m, d
Set 1: s, a, t, p
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Reading ‘tricky words’ I, to, the, no, go into
Phase 1 (7 Aspects)
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Show awareness of rhyme and alliteration,
Distinguish between different sounds in the environment
and phonemes
Explore and experiment with sounds and words and
discriminate speech sounds in words.
Beginning to orally blend and segment phonemes.
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May not access all phonemes effectively
Will rely heavily on visual
discrimination/picture cues for each
phoneme
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May find some rhyming sounds difficult
Distinguishing sounds will depend on level
of hearing loss and acoustics of learning
environment
Delayed vocabulary will affect whole word
understanding
May find it difficult to discriminate
between whole words
Segmenting may be difficult if certain
phonemes are not accessible within the
word
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Access to curriculum/first quality teaching of
phonics + 1:1 withdrawal to reinforce in an
acoustically friendly environment
Multi-sensory approach to teaching at all times.
Check understanding of vocabulary being included
in lesson.
Use visual reinforcement of syllables within a word
ie written word ‘cut up’ into syllables and clapped
Pre phase 1
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Pre-verbal skills
Language and play
Awareness of sounds/ voice
Vocalization
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Still at pre-verbal stage
May only be babbling
Not acquired listening skills
May find it difficult to imitate sounds
Inconstant hearing aid wearer
May require some sign support
May lack joint attention
May have poor eye contact
May have poor turn taking skills
May not be able to locating sounds
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Develop the child’s interest in sound.
Encourage the child to play with sound and use
their voice.
Make listening fun – make a game of it.
Consistently notice and mention sounds – Did you
hear that? What was that noise etc.
Identify the sound source when the child has
responded to sound.
Play early word discrimination games e.g. animal
sound games.
Drawing pictures of what the child hears is a way
of helping to attach meaning to sounds.
Singing is a valuable means of communication for
young children. Where there are gestures and
actions associated with the song, children can
participate before they have any words or
vocalisations to contribute.
Develop locating sounds