Download Summary of CPD Event March 2011 prepared for LLD GROUP May

Summary of CPD Event March 2011 prepared for LLD GROUP May 2011
By Nan Shiels
‘’SPELLING, READING &WRITING –Putting the Literacy Puzzle Together ‘’
Presenter: Dr Julie Masterson, PHD
from Missouri State Uni, USA
Email:[email protected]
Advocates a shift of approach for assessing and teaching spelling from rote memorization
of words, to a linguistic based approach that actively considers:
Sounds, patterns and meaning of written language. Her approach includes:
o Explicit teaching of phonemic awareness -knowledge of speech sounds
(phonemes). Includes segmenting phonemes
o Develops orthographic awareness(O.A) – knowledge of how to represent
those sounds in print
o O. A. also develops knowledge of rules and patterns (O.K.) that govern
what letter(s) are used to represent speech sounds in print
Eg Double final consonants –ss, -ll, -ff after short vowel
o Builds morphological awareness – ‘word relatives’- words that share the
same base word eg. lock: locking, interlock; lockable (M.K.)
Also includes study of root words: graph: autograph, graphic
o Semantic awareness –use meaning when spelling homophones.
Develop recognition of contractions eg can’t, we’ll
o Building of Mental Graphemic Representations –MGR’s – visualisation or
mental image of word (a la Nanci Bell)
Important to take a multi-linguistic approach for regular students as well as LD. Cites range
of studies where children with LD, particularly reading difficulties, have poor P.A.; O.A.,
moph’l awareness, poor MGR’S, and difficulty recognising derivational forms.
National Reading Panel findings (USA 1997):
-
Phon’l awareness- direct instruction effective
Phonics: Direct instruction( rather than indirect) effective, as long as PA present
Fluency: Guided (rather than independent) reading effective
Vocab/ comprehension: variety of approaches most effective (still prelim)
Factors that influence spelling and word level reading
1. Phon’l awareness- spelling requires the ability to segment and blend syllables and
phonemes. Difficulties in this area marked by:
- Omission of letters for less salient phonemes, esp internal locations and in
unstressed syllables. Addition of letters for phonemes
- Letter reversals, especially for liquids and nasals eg ‘’flod’’ for ‘’fold’’
- Confusion acoustically similar sounds eg /a/ /e/
2. Orthographic Pattern Knowledge:
- Base words – important early and throughout as encounter new words
- Sound symbol correspondence
- Knowledge of patterns that govern spelling within base/root words
- Knowledge of positional constraints (orthotactics) on spelling patterns
Eg match not mach; dress not dres- Examples of ‘’illegal spellings”
May show deficits in OPK (Orthographic Pattern Knowledge)
Teaches these through discovery of patterns eg spelling /k/ : /c/ /k/ or /ck/
3. Semantic Knowledge: Spelling requires knowledge of the effect of spelling on word
meanings (or vice versa)
Difficulties marked by homophone confusion
4. Morphological Awareness
- Appears in earliest stages of spelling but critical from middle years and on
- Need to be conscious of and be able to manipulate morph’l units of language
- Identify BASE words and inflected or derived forms
- Transparent derivations: clear link between base and derived word eg friend
– friendly; silly- silliness; magic –magician
- Opaque derivations: connection less clear- admit- admission- has both a
pronunciation and base word change
MK Difficulties - Morphological Knowledge
- Misspelling of base word component – ok when on own eg magic magishun
- Misspelling of base modification – hoped for hopped
- Omission of morphemes- walk for walked
- Phonetic spelling of morphemes- walkt for walked
5. Mental Graphemic Representations (MGR) – mental picture of words
Affects orthographic and morph’l knowledge
Spelling and word level reading becomes more fluent when have clear MGR of words
and morphemes. This area is often omitted but is critical and needs explicit teaching.
Misspellings may show awareness of MGR leading to ’Legal misspellings’: roap/rope
SPELL – LINKS to Reading and Writing - Julie MASTERSON is co-author of this program.
Spelling Performance for Language and Literacy (SPELL)
See website: www.learningbydesign.com
SSS – Spelling Sensitivity System – tests spelling on computer and identifies areas to work
on. Gives scores in % elements correct.
Program includes 3 volume curriculum that assesses and systematically targets >
70 spelling targets. It has 275 step-by-step activities for 1:1 or group instruction
Teaching plans and checklists, scope and sequence and student progress charts
Assessment: Uses SAF - SPELLING ASSESSMENT FLOWCHART
Can use any test to get sample to evaluate
Her test: Spelling Performance Evaluation for Language and Literacy (SPELL)
Masterson, Apel and Wasowicz(2006)
Analyses misspellings – Where is misspelling?
1.
2.
3.
4.
Base word
Juncture
Affix elements
Each element is categorised and scored:
- Omitted: 0 points
- Illegal spelling: 1points
- Legal spelling: 2 points
- Correct spelling: 3 points
5. Overall Metric Score : SSScore-E (elements) ; SSScore-W (word)
Percentage categories for each target type- base, juncture, affix
Optimal Word Study Instruction:
o Explicit and systematic – follows a sequence that reflects literacy acquisition
(contrast this with ‘Whole lang approach’ or invented spelling)
o Multilinguistic – pays close attention to linguistic properties – moving from
simple to most complex spelling patterns
o Tailored to what students need to learn – particularly relevant for remedial
Use most appropriate instructional methods
o Encourage active learning eg discovery of patterns.
-Focus on strategies, not words. Include instruction in self-monitoring and
correction. Address incorrect views of spelling- unlearn old patterns
o
Apply in authentic contexts- integrate reading, writing, and spelling.
Include sentence level and text level tasks after word level to support targets
Sequence of instruction:
1. PA goals: To improve spelling of specific spelling pattern:
-
segment phonemes and map letters to sounds in words with that spelling pattern
segment syllables and map to sounds in words
Approaches:
Uses ‘’ Sound strings’’ – beads to link PA to spelling - write at least 1 letter per bead
Digraphs- learn to write 2 letters to represent 1 sound
Keep in mind: specific sound or segmentation errors
Control increase in size of word or syll; sound position in word; phoneme properties
2. OK goals (Orthographic Knowledge)
- Choose target patterns according to devpt’l patterns
- Encourage self-discovery of patterns
- Target contrasting patterns- Word sorts- fine tunes discrimination of patterns
- Proofing activities- include foils- illegal spellings
- Practice in controlled writing tasks- work in authentic contexts
3. MK goals Morphologic knowledge
4. Mental Graphemic Representations – builds mental images of words
What resources do you use to develop each of these areas?
Phonemic A
Orthographic K
Morhological K
MGR
Mental Graphemic
Rep