Advanced Phonology Audience: This talk is for those who teach phonology well but, also realize you may not be reaching all students. Special education, general education, Speech Language Pathologists (even beginning teachers) will benefit from hearing this information and working towards application in your instruction. Danielle M. Thompson, PhD CCC-SLP NWBOCES Webinar Series 2016-2017 Objectives Review word reading development and the importance of phonological skills Review phonological development as the parallel word reading development Implications for weak readers Observations and discussions of the PAST assessment tool Discuss how to more adequately support our weaker readers Warm-up: True or On average, of the students who are deaf graduating from High School, they graduate maybe at the 4th grade level in reading. Only 15% actually graduate high school reading at a 6th grade or above. In research word reading is moderately to strongly correlated to phonological skills. It is not necessary to beyond segmenting and blending as these are the foundations of decoding and encoding (spelling). Primary source of word reading difficulties goes back to phonological deficits. A phonic decoding intervention program automatically addresses the important details of the phonological processing system. Poor readers only develop phonological skills to the level that we teach them. 60 Second Deep Dive (For clarity) – Define Word Development of Word Reading Skills Learning to read and the alphabetic system are on phonology, Phonology is required because this is a speech to print system Two components are needed in to read an alphabetic writing system
Advanced Phonology Audience: This talk is for those who teach phonology well but, also realize you may not be reaching all students. Special education, general education, Speech Language Pathologists (even beginning teachers) will benefit from hearing this information and working towards application in your instruction. Danielle M. Thompson, PhD CCC-SLP NWBOCES Webinar Series 2016-2017 Objectives Review word reading development and the importance of phonological skills Review phonological development as the parallel word reading development Implications for weak readers Observations and discussions of the PAST assessment tool Discuss how to more adequately support our weaker readers Warm-up: True or On average, of the students who are deaf graduating from High School, they graduate maybe at the 4th grade level in reading. Only 15% actually graduate high school reading at a 6th grade or above. In research word reading is moderately to strongly correlated to phonological skills. It is not necessary to beyond segmenting and blending as these are the foundations of decoding and encoding (spelling). Primary source of word reading difficulties goes back to phonological deficits. A phonic decoding intervention program automatically addresses the important details of the phonological processing system. Poor readers only develop phonological skills to the level that we teach them. 60 – Second Deep Dive (For clarity) Define Word Development of Word Reading Skills Learning to read and the alphabetic system are on phonology, Phonology is required because this is a speech to print system Two components are needed in to read an alphabetic writing system
nwboces_pa_part2_handout_2016.docx