Author Archives: alison

About alison

Alison Clarke qualified as a Speech Pathologist in 1988, and also has a Masters in Applied Linguistics and an ESL teaching certificate and experience. She has worked in schools, the disability sector, early intervention, hospitals, universities and private practice in Australia, Mexico and the UK.

Top early literacy apps 2020

Most young children are already using apps on phones or tablets, at least occasionally. Whatever you think of kids’ screen time, we want it to be quality time. There is some evidence that interactive apps support early academic development, but finding quality early literacy apps can be difficult and time-consuming. Lots of what’s available is (IMHO) simply rubbish.

It’s helpful to read adult reviews of apps for children, but a lot of online information is available about them already, and to REALLY road-test an app, I like to watch a young child using it. My colleague Caitlin Stephenson and I have thus filmed Harrison (aged 4, nearly 5) trying out some of my favourite early phonemic awareness and phonics iPad apps for young children.

The resulting video is below. We hope it gives you a taste of how each app works, to help you decide whether it would suit the small person/people in your life. The video is 16 minutes long, and the apps tried are listed below (numbers in brackets are start times on the video clock):

The only tablet I have is an iPad, but some of these apps are available for other platforms. Many also work on iPhones. If you’re not in Australia, please note that my app store links are all to the Australian store, so you’ll have to search your local store for apps that take your fancy.

I’m not quoting prices here because they often change, and things that I’ve said are free suddenly aren’t, while things I’ve said are expensive drop in price. Also, some apps have hundreds of activities, while some have only one/a few, so it’s like comparing apples and banquets. I’ve decided to leave the value-for-money question up to you.

Other early literacy iPad apps IMHO worth considering for young children include:

Beginners’ decodable books allow children to practice phonics skills by reading stories  containing simplified spelling patterns, and some of these are also available as apps:

Apologies to all the people who make good apps of which I’m not aware. I’d love to hear about them, and wish I had more time to search for and try them.

I hope this blog post helps you find apps that the small people in your life enjoy, and which help them develop great early literacy skills.

* Note that I don’t make or sell any of these apps, but if you go to the Phonics Hero website via a link on this website and buy a subscription, I get a small commission. I was recommending this app for about two years before being offered the commission, so thought “why not?” – it helps make maintaining this website more viable, and I don’t recommend the app any more now than I did then.

Free downloadable phonics card game

These days we all have the attention span of a gnat, so here’s a new, 60-second video about a simpler, faster way to play my free Twender word-building card game:

Setup:

  • Download the game from https://www.spelfabet.com.au/materials/level-5-twender-game-comic-sans-font
  • Print the consonant cards in one colour and the vowel cards in a different colour.
  • Ignore the original instructions, or try playing both ways.

Play:

  • Deal the two sets of cards equally.
  • Race to make words with all your cards. The winner is the person who uses all their cards up first, or if nobody can do this, the person who makes the most words.

Happy New Year from all of us at Spelfabet!

January intensive reading/spelling groups in North Fitzroy

Here in Melbourne’s inner north, we plan to run some phonemic awareness and phonics/reading and spelling small groups in the weeks commencing 13th and 20th January 2020 (the last two weeks of our school holidays).

The groups will be for children in their first three years of schooling. Each will run for one hour per day for a full week, plus children will be given some activities to do at home each day.

The sessions will be held at the Spelfabet office in North Fitzroy (Suite 3, 430 Rae St), and led by Alison Clarke with support from the other Spelfabet speech pathologists, Caitlin Stephenson, Tessa Weadman and Adrianna Galioto.

Children will be expected to attend all five sessions in the week of their group. Each group will include a maximum of six children, and a ratio of not more than three children per therapist, so will be quite intensive. The cost of the groups will be $450 per child for the five sessions. Many private health insurance companies provide rebates for group therapy, but Medicare care plans only apply to individual sessions.

Times will be as follows:

  • 9:00am-10:00am targeting children who have done a year of schooling, but are still struggling to blend and segment and thus can’t reliably read or spell words with two or three sounds and simple spellings like “at”, “fun” and “hop”.
  • 11.00-12.00am targeting children going into Grade 1 or 2 who can blend and segment a little, and reliably read and spell two and three-sound words like “at”, “fun” and “hop”, but struggle with words with four or five sounds like “jump”, “stop” and “frog”, and with words containing consonant digraphs like “sh”, “ch”, “th”, “ck”, “ng” and “wh”.

Children who are not already on our caseload will need to come in for an initial assessment beforehand, so that we can be sure they are a good fit for one of the groups.

Please email Tessa on tessa.weadman@spelfabet.com.au if you would like to find out more about these holiday groups and/or express interest in bringing a child to one of them.

Experience the Simple View of Reading

Appealing to personal experience seems to play an important role in the marketing of popular early literacy teaching approaches, so perhaps a personal experience angle might be useful in building understanding of the Simple View of Reading? Let’s give it a go.

Try reading these texts

See if you can get any meaning out of this text:

Не́которые иностра́нцы ду́мают, что в Росси́и медве́ди хо́дят по у́лицам. Коне́чно, э́то непра́вда! Медве́ди живу́т в лесу́ и не лю́бят люде́й.*

If, like me, you don’t speak Russian, you’ll get nowhere. I know neither the code nor the language. Even if a Russian speaker read it aloud, I wouldn’t understand it.

In Simple View terms, my Decoding is zero, my Language Comprehension is zero, so my Reading Comprehension (zero multiplied by zero) is also zero. Continue reading

Marketing reading science

I was glued, green-eyed to Twitter a couple of weeks ago for tweets about the US Reading League’s conference, wondering whether Greta Thunberg and the polar bears would forgive me if I planted 40 trees before I flew to their conference next year (global overheating freaks me out even more than education’s research-to-practice gap).

Excellent local linguist-teacher-blogger Lyn Stone attended the conference, and you can read her reports on it here:

Continue reading

When digraphs ain’t digraphs

When working on decoding and spelling two-syllable words with a student, I often use the TRUGS deck 4 cards, which include the word “mishap”.

Invariably, my students parse this as “mish-ap”, rhyming the first syllable with “fish”.

At first this made me want to get out my correction tape and replace “mishap” with a word that would give them more immediate syllable-parsing success.

Then I realised “mishap” provides a perfect opportunity to discuss how spellings that look like digraphs aren’t always digraphs, so we also need to think about what word parts mean and how letters might work separately when tackling unfamiliar words. Continue reading

Articulatory awareness and modelling a “spelling voice”

The older struggling spellers I work with often have one parent who is good at spelling, and one parent who isn’t. No prizes for guessing who inherited whose spelling-related genes.

The three of them often come to our first session. After we’ve done some assessment, we often have a conversation that goes something like this:

  • Me: ‘When you’re writing long words, you seem to be thinking a lot about what the words look like, but not much about what they sound like. You don’t seem to be pulling words apart and saying them the way they are spelt, to help yourself remember the tricky bits, like the “or” in “doctor” and the “oi” in “tortoise”.’
  • Student: ‘There’s no “oi” in “tortoise”‘.
  • Me: ‘Correct, not when we’re talking normally, but when we’re spelling long words we have to write them one syllable at a time, and if you say each syllable the way it is spelt, it helps you spell the word correctly. It’s also a great way to remember tricky words like “Wednesday” and “business”, you say them as “Wed-nes-day” and “bus-i-ness”.’
  • Parent 1: ‘Oh yeah, I always do that, I say Wed-nes-day and bus-i-ness, and Feb-ru-a-ry and “bea-u-ti-ful. I thought everyone did.’
  • Parent 2: ‘Really? I never do that.’
  • Parents: ‘Maybe that’s why only one of us can spell.’

“Cat”, “dog” and “phoneme” are abstract ideas

Everyone knows phonemic awareness helps spelling, but we tend to focus a lot on the auditory aspect of phonemic awareness, and not much on its articulatory or kinaesthetic aspect – feeling the sounds in our mouths.

Cats and dogs are all different, but with language and world experience children develop an abstract idea of what a cat is, and what a dog is, which allows them to differentiate these animals in the street (on the basis of size, shape, movement, sound etc, plus knowing that if it rolls its eyes and walks off, it’s a cat).

Likewise, actual productions of phonemes are all slightly different, and children need to develop an abstract idea of what a /p/ is, and what a /b/ is, in order to differentiate them when meeting them in the speech stream.

These abstract ideas are based on what /p/ and /b/ sound like (acoustic properties), and how they’re produced (articulatory properties). We start developing these abstract ideas when we’re babies, or we wouldn’t be able to tell the difference between the words “pea” and “bee”, but we don’t naturally develop conscious awareness of these individual sounds.

The easiest speech to slow down and feel is one’s own

When we start to learn to read and spell, we must become consciously aware of phonemes (i.e. develop phonemic awareness) in order to link them to the graphemes which represent them in our writing system. It helps to become conscious of not just how phonemes sound and look, but how they are produced in the mouth (see here and here for relevant research, and here for videos of my excellent niece saying each phoneme in Australian English).

Learners can’t easily slow down other people’s speech to make the individual sounds easier to discern. They can slow down their own speech, making it easier to identify each sound and feel how it’s produced, and see in a mirror, and decide whether it’s (figuratively speaking) canine, feline, leonine, vulpine or lupine (a great list of animal adjectives is here).

Many kids don’t like saying the sounds in words as they write their spellings. If I had $100 for every time I’ve said, “I can’t hear you” during a say-and-write spelling activity, I’d be richer than Croesus. The usual objection is that saying sounds while writing seems weird and/or babyish.

Kids can’t hear our internal speech

If we want kids to say words slowly, feel them in their mouths and think about their sounds when spelling them, it’s a good idea to model saying sounds/syllables/words as we write them ourselves. If kids see adults doing this routinely, they won’t think it’s babyish or weird.

Conversely, if adult behaviour makes skilled writing appear like a silent, visual task unrelated to speaking, many kids (and sadly some adults) will believe that’s what it is.

I’d like adults within earshot of young children to consciously and routinely sound out/say words as they write them: on the whiteboard, the shopping list, the calendar on the fridge, when filling out forms, wherever. The internal speech good spellers use when writing is not accessible to kids. We need to put it out where they can see, hear and imitate it.

Develop your “Spelling Voice”

The authors of the Sounds-Write program have the perfect term for this say-as-you-write behaviour, though they use it mainly in relation to spelling multi-syllable words: using your “Spelling Voice” (see p21 of this document).

If learners aren’t saying/hearing any sounds, how can they be linking sounds to letters/spellings? Saying words slowly while writing them should be expected and praised learner behaviour.

Once you know the main sound-letter relationships, you can use this knowledge to “over-pronounce” words with unstressed vowels (flow-ER, act-OR, coll-AR, murm-UR, del-I-cAtE, rest-AU-rant etc), in order to remember how they are spelt.

I like to tell students that using their Spelling Voice is a bit like talking like the Queen. The Queen would never dream of saying “choclit” like us plebs. She says “choc-o-late”. She pronounces things like the “t” in “often” and “soften”, and the “p” in “raspberry”.

Unlike my generation, lots of today’s kids have never heard the Queen speak, and the younger Royals’ speech is, sadly, less studiously posh. So maybe it’s better to tell kids that they should speak like a robot when spelling. After all, robots always pronounce the /i/ in “exterminate, exterminate” and the /i/, /o/ and /er/ in “philosopher”.