IMSLE Theory, Day One

Monday 18th April

IMSLE - Associate Course Phonology

IMSLE - Jodi Clements President of ADA (Australian Dyslexia Association)

Kate Finnie - Sydney “I want to get to as many children as I can before I die”

MSL - Australian adaption of OG - Orton Gillingham

Is an approach not a programme. Skill up to teach to the individual child.

Liz Kane - 2014, The Code

Karla - 2016 NZ support

Lifting Literacy Aotearoa - Facebook group

Multisensory is auditory, kinesthetic and visual

Speech sounds are known as phonemes. They are the smallest unit of meaningful sound.

The word ‘decode’ means the act of translating symbols into sounds.

MSL begins with the smallest unit of sound first. This is know as a synthetic approach.

Readings Summary - hit the most important points. Must keep to a page. What is the main idea? Reflections - ½ page only. Some sentence stems are available and a template. Personal voice, how it applies to your practice.

Tutorial 1 - The Task of Reading

KHNRA (Nega-Russian) - Can you understand this word?

Eyes are the consulate to get information into the brain. The first thing we need is good eyesight.

Cognition, applying what you know.

NEED TO KNOW - the letters of your language. The sounds that apply

Signaprentosate

know the alphabet principal. If not known, need longer to get unknown off the page

Syllables support access

Decoding - means the act of translating symbols to sound

Grapheme - graph-symbol eme-one unit. Phone-sound

Grapheme to phoneme - smallest unit of symbol to - the smallest unit of sound.

Polemoniaceous

Apply sounds to symbol. Blend sounds across to get the word. No meaning cues.

Verbal vocab is so important for chn to be able to decode

Consequence

Know the word by sight. Orthographically mapped. Embedded in your brain, experienced it enough times to know it by sight.

The Steps in Reading

Recognise the letters of the alphabet
Understand the the letters represent speech sounds which can be blended to form words
Decode the words accurately, fluently and automatically
Attach meaning to the words. (pronunciation alone does not indicate success)

“The ability to read and comprehend depends upon rapid and automatic recognition nad decoding of single words. Slow and inaccurate decoding are the best predictors of deficits in reading comprehension” Dr G Reid Lyon.

Simple view of reading - - Gough Tumner

Decoding x language comprehension = reading comprehension

The Reading process consists of two main components

Decoding leads to comprehension, word identification leads to meaning.

Cognitive process. Once phoneme/grapheme levels successful students are away.

We can pick up the sounds of our language from 22 weeks gestation. At 8 montofhs old the sounds of our language are fixed.

4% of chn won’t have speech order intact

Inferencing issues are based on vocabulary - importance of teaching vocabulary!

Dyslexia - it is written language they have problems with. The break is between phonology and decoding.

National reading Panel (2000) The Five Pillars of Reading (bottom up)

Prosody - being able to read with rhythm. Fluency is more than just speed and accuracy.

Repeated Reading for fluency - but not timed fluency

Look for patterns at where they are losing fluency, vocab lessons? Verbs to nouns? - brush and brush

At Year 3, turning 8yrs. Reading process stops being learning to read and becomes reading to learn. Crucial time/age to capture our students.

Tutorial 2. The Task of Spelling - hearing of sound

For most individuals spelling is more difficult than reading.

Spelling is best thought of as Encoding - Sound to Symbol (in MSL)

Decoding - Symbol to sound - grapheme to phoneme

Encoding - Sound to symbol - phoneme to grapheme

Verbal short-term memory: The ability to hold onto heard or subvocalised sounds.

Eidetic memory: ability to orthographically map words (see it in your minds eye/brain).

Motor cortex/memory: The ability to transcribe letters/words

Working memory: The ability to manage all of these processes at once.

Chn with poor auditory memories need to be able to hold on to the memory to write it down. An individual with dyslexia can have difficulty with spelling because the heard or subvocalised word can evaporate (verbal short term memory) making spelling and writing more challenging.

Dysgraphia - motor cortex is important. We used our non dominant hand as an example

Alphabetic principal - is the understanding that words are composed of letters that represent sounds. Knowing the symbols that represent the sound - Russian word exercise

Letter formation

Spelling process, the difficulty is with motor cortex, Not visual.

(Irlins syndrome - scotopic sensitivity - coloured screens - Light sensitivity is not going to solve dyslexia, still not going to teach the child to read)

The Alphabetic Principle

26 individual letters that represent 44 phonemes as graphemes

24 consonant phonemes - IPA symbols in beginning of the dictionary.

CVC Easiest words to start with because they are regular.

Vowel phonemes

One phoneme may be represented by different combinations of graphemes.

Or boar four more poor raw ore bore for moor paw roar

Spelling is the hardest skill, especially if you have working memory issues.

Poor eidetic systems can’t hold a picture in their minds.

20 vowel phonemes

Origins of English

greek code /k/ Christmas

Ch /sh/ - french rule. So parachute is a french word. chef

https://www.etymonline.com/

Irregular Words

Irregular words- does it follow the rules of phonology

https://www.spelfabet.com.au/

Etymology is concerned with the origin of works and is an important tool for teachers who teach the structure of the English language.

People populous population popular

ed - past tense

s - plural

ied - action past tense

Students have to rely on the patterns and structures of language so we have to teach it!!

Tutorial 3. Phonemic Awareness

Phonemic awareness is a precursor to decoding and encoding, and is the most important predictor of success in learning to read and spell.

Oral not written language. Verbal language is crucial - speech to text

Phonological awareness is the umbrella term

Phonemic awareness - take the bubble of sound and break into individual parts. Isolate and blend.

Isolate is crucial for spelling

Blending is crucial for reading

When a child is reading they need to blend the sound, when thy’re spelling they need to isolate the sound.

speech sounds in spoken words.

Phonemic awareness is built into the MSL system. MSL phonemic awareness with the alphabet

understanding of phonemic awareness could be used as a diagnostic tool to get students into interventions. The more we capture students before the age 8 improves their chances of success in learning.

Blending and segmenting