THE SPEECH TO PRINT ADVANTAGE

Pacific CSD Literacy Institute

Activate Your Background Knowledge

• What is your definition of a ‘sight word’?

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• What are your thoughts about how teaching reading helps students to develop their writing skills? What about how teaching writing helps students to develop their reading skills?

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• Is the carryover equal? Or is there more carryover from one modality to another (ex- reading to writing than writing to reading)?

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Purpose:

Self-rate your automaticity (as a skilled reader) reading words in the Invisible Light section. Consider your accuracy, even-paced speed, and prosody.

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Identify words that you had to slow down for. Reflect on if/how you figured them out.

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Task:

Read p. 147-151. Write down the words you had to slow down and figure out. What strategies did you use to determine the meanings?

Automaticity Exercise: Reading

Purpose:

Self-rate your spelling skills as a skilled writer. How did you do overall with automaticity? Consider your accuracy and speed. Identify words that you had to really concentrate to spell. Reflect on if/how you figured them out.

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Task:

On your own, spell the words that I read. Don’t use spell check ☺

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For any words that are challenging, jot down any strategies you used to determine the meanings.

Automaticity Exercise: Spelling

Automaticity Exercise: Debrief

• Language/literacy connection: There are similarities between listening, speaking, reading, and writing
• All are language-based processes
• The processes are interrelated
• There is evidence of a reciprocal relationship (problems in these areas are related)

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• This also applies to word-level decoding and encoding. Each is a multi-linguistic/multi-component process. Process is reciprocal but asymmetrical.

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(Kamhi & Catts, 2012; Wasowicz, 2021)

POM!

POM!

Automaticity

• We’ll use the term ‘auto-words’ to refer to words read with automatic.
• We’ll use this term in place of ‘sight words’ as ‘sight words’ means different things to different people

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Automaticity

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• Auto-words are stored as a clear and sharp image. These visual representations are stored in long term memory.
• Mental graphemic representations (MGRs) are these stored memories of words.
• Connections are made in child’s memory between MGRs, how words are pronounced, and meanings of words

Mary

(Ukrainetz, 2015)

sidewalk

Automaticity

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• Words that are stored with a ‘fuzzy’ representation are not so easily read and spelled.
• Even skilled spellers may have fuzzy MGRs for complex and infrequently used words.
• What words are fuzzy MGRs for you?

(Ukrainetz, 2015)

succinct

What do POMs have to do with it?!

LANGUAGE INFLUENCES ON WRITTEN WORD RECOGNITION & PRODUCTION

Triple Word Form

• Triple word form: It refers to simultaneously drawing upon and coordinating phonological, orthographic, and morphological knowledge and skills to read (decode) and spell (encode) words.
• Children pull from various linguistic tools when reading and writing words. They pull from their developing knowledge of P, O, & M.

POM!

Phonological Awareness

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• Phonological awareness is the conscious knowledge of the sound structures of a language

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(Waldmo, n.d.; Ukrainetz, 2015)

Phonological Awareness & �Phonemic Awareness

• Most important PA skill for spelling in English is phonemic awareness, which is the understanding that words are composed of phonemes that be manipulated)
• Phonemic awareness contributes to to written word recognition (reading), reading comprehension, and written word production (spelling)

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(Waldmo, n.d.; Ukrainetz, 2015)

More complex

Orthographic Pattern Knowledge

• Orthographic pattern knowledge involves the translation of sound(s) to letters(s), or phonemes to graphemes
• Letter-sound correspondence, but that’s not all!
• Also includes understanding of legal spelling combinations and patterns

(Rajowski, 2021; Ukrainetz, 2015)

You Try!

• Elkonin Boxes Whiteboard (I’ll model, then you try)
• Word sorts- what patterns do you see?

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back

cave

rain

plan

Morphological Awareness

• Words are comprised of meaningful word parts (morphemes)
• Involves knowledge of inflection and derivational forms
• When inflectional or derivational morphemes to base words, the word’s meaning is altered

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Inflectional Morphemes

• Make a different form of the same word, such as plural or past tense

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• 8 inflectional morphemes in English

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• Are all suffixes

Derivational Morphemes

• Form new words, often changing the word class (or part of speech)
• May be prefixes or suffixes

Transparency in Relation to Base Word

• Relationships can be transparent or opaque
• Transparent
• Base word looks the same (retains spelling, orthographically transparent) and sounds the same (retains pronunciation, phonologically transparent)
• Ex: base word ‘quick’ derived to adverb form ‘quickly’
• Opaque
• Base word pronunciation changes (phonologically opaque) or
• Base word spelling changes (orthographically opaque)
• Ex: base word ’long’ derived to noun form ‘length’

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You Try! ��How would you describe each of the following words in terms of morphological transparency their base word? ��If the relationship is opaque, is it phonologically and/or orthographically opaque?��happiness�flotation�unimaginable�depth�signal�cavernous �������

Implications for the Classroom

• What does instruction in phonological and phonemic awareness look like in your classroom? Where is an area that you might beef up explicit instruction for students who struggle?
• What does instruction in orthographic pattern awareness look like in your classroom? Where is an area that you might beef up explicit instruction for students who struggle?
• What does instruction in morphological awareness look like in your classroom? Where is an area that you might beef up explicit instruction for students who struggle?

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Note: We’ll talk more about these concepts in the spelling module.