Survey (with amazing prizes) of our local schools

Last year, some colleagues and I decided to start an Inner North Melbourne Early Language and Literacy Community of Practice (INMELLCoP), to bring together local teachers, speech pathologists, psychologists and others, build knowledge of language and literacy best practices, and share resources, ideas and experience.

Our inspiration was Pam Snow and colleagues’ Bendigo group, BELLCoP. We sought to complement not compete with Nathaniel Swain and colleagues’ inner Melbourne group MELLCoP, since renamed Think Forward Educators. Our focus is further north, on the Yarra, Darebin and Moreland local government areas.

We decided to gather some data to inform our work, by surveying local primary schools about how they currently teach reading and spelling, and offering a prize draw for those assisting. Then COVID-19 hit, and we had to focus on other priorities for a while.

Our survey is finally available, so if you work in a school in Moreland, Yarra or Darebin, please complete it before 30 October, by clicking on this link. It takes 5-10 minutes. We’ve also emailed information about the survey to relevant local schools.

We’re a bit astonished by the thousands of dollars worth of prizes we’re able to offer to those filling in our survey, thanks to the extraordinary generosity of Nessy, Dyslexia Victoria Support and Little Learners Love Literacy. The prizes are:

The survey closes at the end of this month and the prize draw will take place at the next INMELLCoP virtual meeting at 6.30pm on November 4th. This meeting will also consider the de-identified survey data, and how to respond to it in 2021.

If you’re a local and would like to attend the meeting, you can register here. We will send out the Zoom link on the day. I’ll put an INMELLCoP home page on my website soon, to publicise our news and schedule.

If you’re not in our area, maybe you’d like to start something similar? We’d love to hear about it if you do.

Have you signed the Primary Reading Pledge?

Learning Difficulties Australia, AUSPELD and the Five From Five project have together developed the Australian Primary Reading Pledge.

This seeks to reduce to near zero the number of children who finish primary school unable to read, by providing schools with an evidence-based, easy-to-implement framework for reading assessment and intervention.

Children attend primary school for seven years full-time, yet this year over 50,000 Australian students started secondary school with low literacy skills. This is not a surprise – about the same number of kids were struggling in Year 5 NAPLAN in 2018, but our system lacks effective, systematic follow-up, so they continue to struggle.

It’s time to stop teaching the habits of weak readers in the early years (three-cueing, incidental phonics, memorising high-frequency wordlists, etc) and give teachers the professional development, resources and leadership they need to teach these kids more successfully, persisting for as long as it takes.

You can read the Primary Reading Pledge’s plan to achieve this here, and show your support here.

Dr Jennifer Buckingham of the Five From Five project presented a free webinar for LDA about the Primary Reading Pledge last month, which is still available to view on YouTube, if you’d like more details:

The negative consequences of reading failure for both individuals and society are massive, and with the right intervention there are very few people who can’t learn to read. This is ultimately a social justice issue – kids whose parents can’t afford private tutors or therapists should not be left to fall through the literacy cracks.

I hope you’ll join me in signing the Primary Reading Pledge, and encourage others to do likewise. The list of signatories to date is on the signup page (just scroll down), if you want to check who has already signed. Schools can also sign the Pledge, so please bring it to the attention of school leaders you know.

Telling the Spelfabet story

You might have seen the recent, excellent guest posts on La Trobe University academic Emina McLean’s blog by teachers, telling their stories about discovering the science of reading. If you haven’t read them, her blog is here, and the posts so far are:

Emina also writes about what research shows does and doesn’t work in getting people to change their minds and their practice, which is pretty consistent with one of my favourite YouTube videos:

Since stories are more powerful than facts, I’ve decided to have a go at communicating my Spelfabet story: realising a lot of my clients couldn’t read because they hadn’t been systematically and explicitly taught to decode/encode words, teaching them successfully and setting up my website to share this knowledge and related strategies, resources and research.

Instead of a blog post, I have made a nearly nine minute (yeek! Too long! But it’s hard to cut back) video, which is now on my website home page. I hope it helps encourage others to also share their stories and connect with each other in a No-Shame zone, realising that we’ve all made mistakes and missed opportunities, are all always doing our best, and that (as the good folk at the US Reading League say) when we know better, we do better. Here it is:

Thanks to Emina for her excellent, strategic insight (she might still be looking for guest posts if you have an inspiring story you’d like to tell!), her storytellers, and also to former colleague Nicole Erlich who bought me the book “The Influential Mind” a few years ago, and I didn’t pay as much attention to it as I should have (another mea maxima culpa, I’m not even a Catholic, sigh).

We’re still in COVID-19 Stage 4 lockdown here in Melbourne, but had only 14 new cases today (huzzah!) so fingers and toes crossed the end is in sight. Stay well!

THRASS: the phonics of Whole Language

People often ask my opinion of the THRASS (Teaching Handwriting, Reading and Spelling Skills) approach, which has long been used in many Australian schools. Till now I’ve mostly replied that I’m no expert on it, but I’m yet to see robust research evidence supporting it, and aspects of it have never made enough sense to me to invest in the training.

I once worked at a school in a tiny room where lots of THRASS resources gathered dust. Two huge, laminated THRASS wall charts kept overwhelming their blu-tack and falling on my head.

I looked through the resources, but was working mostly with kids with language disorder or intellectual disability, and they would have been overwhelmed by wordy, THRASS-chart-based spelling explanations like this or this (cognitive load!). The THRASS graphemes kit was too big for our room’s tiny table, and lacked example words and some of the graphemes I wanted, so I made my own.

I tried using a THRASS board game but found it a bit incomprehensible. I don’t like teaching program-specific jargon, like “phoneme fists” or “grapheme catch-alls”, and rapping THRASS chart words might be fun, but I’m not sure why else you’d do it. Continue reading

Half-price phonics playing cards, for social, screen-free fun

Before we had Netflix or even TV, families and friends had lots of fun together playing cards. Playing cards were invented in China over a thousand years ago, and spread via Persia and the Middle East to Europe by about 1400 (learn about their fascinating history here).

A standard deck of playing cards can be used to play hundreds of different games, involving matching, trick-taking, shedding, catching/collecting, fishing, comparing, and much more. From Snap to Poker, there’s something for every age and ability level.

Card games can be used for high-repetition phonics practice by putting words containing a student’s phonics targets on the cards, and requiring each card’s word to be read when it is played. I like to play a game, ask the student(s) to spell a few of the words on the cards, and then have another game. This reinforces the idea that reading and spelling are reciprocal processes.

If you don’t have favourite childhood card games you can teach kids, we have some videos of how to play games we like, and there are heaps more here, or just put “playing card games for kids” into a search engine to find a cornucopia of games.

12 new phonics playing card decks

We’ve just put a new set of downloadable phonics playing cards in the Spelfabet shop, These decks fill some gaps in our previous decks – compound words, “soft” C and G, additional spellings of “short” vowel sounds – and then present additional consonant sounds with multiple spellings. Here’s what one card from each deck looks like:

All our playing cards are half price till 13 September, the earliest date Melbourne’s COVID-19 Stage 4 lockdown will be lifted (fingers crossed, 179 new cases yesterday). Lots of us need fun things to do till then.

The cards are child-sized (5 X 6.5cm), with words facing in two directions, so they’re easy to read from either side of a table. Their sequence broadly matches the Sounds-Write/Dandelion/Phonic Books/Forward With Phonics teaching sequence, but if you use a different phonics teaching sequence, you can reorganise them.

Playing Cards Index page

There are now 81 decks of phonics playing cards in the Spelfabet shop (14 are free). It’s hard to scan through them all, so we now have a Playing Cards index page linked to the main menu, to help you find the deck(s) you want and get the best value for money.

The page is organised in groups based on how hard the words are, apart from the last group, which is a bit of a mixture. For each group, only two decks are showing until you change the “Show 2 entries” drop-down menu to say “Show 25 entries”, to make all the decks (between 12 and 18 of them) visible.

Download, print and cut up your cards, and enjoy!

These playing cards are downloadable files (that’s why they’re free/so cheap), so it’s your job to colour-print them on light cardboard (packs of 200gsm A4 cardboard are available at major stationers, some of whom will print them on card for you), laminate them if you plan to use them a lot, and cut them up, perhaps while watching Netflix/TV, or get the kids to do it. If any get lost or wrecked, you can just print more.

Thanks as always to the fabulous Spelfabet team for their work on these, especially Caitlin Stephenson for the original idea, Renee Vlahos for layout/formatting, laminating and lots of patient cutting-up, and Tessa Weadman for game video appearances, and lately for cheering us up with her new puppy at Zlunch.

The Phonics Patch on ABC iView

Someone recently asked me why I’m not a fan of the phonics English mini-lessons on ABC iView. They seem to me to demonstrate what American Public Media journalist Emily Hanford calls “The Phonics Patch”. Rather than designing a literacy-beginners curriculum to systematically and explicitly teach sound-letter relationships to automaticity, a Whole Language/meaning-first teaching approach is supplemented with a few phonics activities, and rebadged as Balanced Literacy.

Title and learning intention

The title of ABC iView’s mini-lesson 16 (you’ll find it here if you scroll down: https://iview.abc.net.au/show/mini-lessons-english) is “Decoding words by segmenting individual sounds”. But segmenting is what we do to spoken words, in order to spell them. When you’re decoding, you start from written words, and must figure out the sounds and blend (not segment) them. So the title doesn’t really make sense.

The stated learning intention is to break words into individual sounds to read them. This makes about as much sense as the title. Is the learning intention talking about spoken words, or written words? It’s hard to know.

This is a systemic problem

The teacher in the video seems like a nice woman whose students probably adore her, and who teaches phonics in the way that many teachers have been taught to teach it. Typical initial teacher education courses focus on language meaning and don’t teach teachers much about the language structure which is the basis of our writing system (sounds, spelling patterns, meaningful word parts), so unless teachers learn this during a placement at a school with strong phonics teaching, or do inservice training after graduation, it’s hard for the typical teacher to teach phonics well.

This problem is systemic, and both teachers and students are being badly let down by the system. So please don’t interpret any of the following as personal criticism of the lovely, otherwise-skilled teacher in the video, or teachers generally. As the good folk at the US Reading League say, when we know better, we do better.

There seems to be no phonics teaching sequence

The video introduces children to three important words: segmenting, blending and digraphs. But saying you’re going to teach “blending” is a bit like saying you’re going to teach “riding”. Riding what? A skateboard? A bicycle? A horse? Two-sound words like ‘in’, ‘up’ and ‘at’ are a lot easier to blend and segment than four or five sound words like “stop” or “slips”, and English syllables can have up to seven sounds.

Which digraphs will be taught? English has dozens, it’s not possible to teach them all at once. It’s hard to figure out where the teaching in this video might fit into a systematic phonics teaching sequence.

Precise sounds and precise language matter

The teacher in the video sits at a whiteboard with plastic letters and nice Elkonin boxes on it, but the very first sound she says is mispronounced. She says “PUH” not a crisp, voiceless /p/. When teachers say consonant sounds sloppily/with additional vowel sounds, they make blending difficult for young children, as instead of blending /p/, /i/, /g/ they are blending puh-i-guh. When the video’s teacher blends, she doesn’t actually blend phonemes (p-i-g), she blends onset and rhyme (p-ig).

The teacher says “a digraph is two letters that make one sound”. Young children are literal creatures, so some will think this is literally true, and wonder if they should sit closer to the letters so they can hear them making sounds. Digraphs are two letters that represent one sound. I sometimes simplify this by telling young kids that sounds are invisible so we can’t really draw them, so we use letters to draw them instead. Using more accurate language makes for fewer confused children.

The teacher says that the first sound in the word “the” is voiceless /th/, which it isn’t. “The” starts with voiced /th/. I’m starting to wonder if this teacher has been taught what all the phonemes in our dialect of English are. Also, if this lesson is introducing the concept of digraphs, probably “th” (whether pronounced as in “then” or “thin”) is not the best one to start with, as lots of five-year-olds can’t say these sounds yet, or hear the difference between them and /f/ and /v/. That’s why they cutely say things like “Fank you” and “Can you help me wif vis?”.

How to spoil storytime

The next section of the video I found frankly bizarre. The teacher starts fluently reading a fun story book which contains two and three-syllable words, vowel digraphs and trigraphs, doubled consonants, contractions and other words that are hard for beginners. Then she randomly stops, just as the story is getting going, and pretends not to be able to read the word ‘stop’. She says “I’m stuck on a word. I’m going to segment (??) out the sounds, /s/, /t/, /o/, /p/, blend it together /st/, /op/, stop! Back up and reread…” and then she goes back to reading the story.

It turns out this teacher can fluently read almost all the words in the book, including the following quite hard words: believe, reason, simple, lose, quivering, loudly, Trevor, reply, ain’t, supper, faster, race, face, gobbled, biscuits, kibble, sausages, whoppers, munched, gnashing, choppers, swallowed, minute, something, know, guess, stuffing, notice, lucky, squeezed, tantrums, ceased, sometimes. She doesn’t notice that she misreads “wolfed” as “waffled”.

She pretends to get stuck on three more words, which she laboriously sounds out: stamp, thank, bin. These words are much easier than the many hard words she reads with ease. If any actual child read the way she does, they’d be a scientific curiosity. Is she trying to teach children that we only sound out easy words, and the hard ones you just have to know somehow? I counted 435 words in the story, and the teacher sounded out four of them. Is she trying to teach children that sounding-out is a relevant strategy for fewer than 1% of words?

If you like, you can try this embedded phonics strategy yourself next time you’re reading a lovely story to a young child. I very dare you. You’ll find that even polite, placid children will soon be giving you the “can you cut that out and just read the story?” evil eye. Highly recommended, if your jam is annoying kiddies and spoiling storytime.

If you’re teaching kids to blend sounds, then blend sounds (not bigger chunks)

Back at the whiteboard post-story, the teacher says we’re going to practise segmenting and blending, and to “get your mouth ready” (which is my suggestion for the subtitle of the Phonics Patch Movie, what does it even mean?). She says /p/ and most other sounds correctly this time (yay), but the words she’s chosen to study from the story are a mixture of levels of difficulty. Where C= consonant and V= vowel, they are a CVC, a CCVC, and two CVCC words, one of which includes a digraph. So if the kids can only manage three-sound words, the last three words are too hard, and if the kids can do four sound words, the first one is too easy. The digraph in the last word is a new one (ch), though children have had no chance yet to practice the first digraph she taught.

When the teacher blends the four-sound words, she does it by saying the onset then the rime, not by blending the individual sounds, i.e. she’s not blending /s/, /t/, /o/, /p/, she’s blending /st/ and /op/. She blends “best” as /b/, /est/ and “champ” as /ch/, /amp/. For kids with poor phonemic awareness, this will be mighty confusing. Where did “op” and “est” and “amp” come from? They weren’t the sounds she said.

A puppet sequence at the end of the video has the teacher saying individual sounds to read words, but then blending onsets and rimes, or for the word “munch” she says /m/, /un/, /ch/, but then having blended the /n/ with the vowel, she segments it out again to get “much”, and has to self-correct. At the end of this sequence we have yet another new digraph, “sh”, again before kids have had a chance to practise the ones taught earlier.

……

Will any five-year-olds learn how to blend or segment from watching this video? Will they be able to read or spell more words, including perhaps words with digraphs? Highly unlikely.

That might not matter to you if you’re used to teaching early reading via multicueing, repetitive texts, and rote-memorisation of high-frequency wordlists with an occasional phonics patch, or if you think getting 85% of children reading well enough is something to celebrate, as a PETAA spokesperson recently said. Or if you have no knowledge or experience of really powerful, effective phonics teaching.

ABC iView Learn A Word

I don’t know who advises our national broadcaster on the content of its early literacy education videos, but I find them pretty underwhelming.

Please don’t show children in your care the Learn A Word series on ABC iView. It teaches children to rote-memorise the appearance of words, recite letter names, and “take a photo with your eyes” of words.

The sounds in words (phonemes) aren’t even mentioned, though awareness of these sounds is the glue needed to make letters and written words stick in memory.

The Learn A Word videos first say “Let’s all learn a word” and a written word appears on the screen. The first word is “after”.

The video script goes like this:

“After. This word is after. Can you point your finger at the word after?

Now use that finger to write with me. Around and down, up and down, around and straight down, then across, from top to bottom then across. Start in the middle then back around, down, up and over. Ay eff tee ee ar. After. We did it! Let’s say it together. After!

Can you write it slowly? Ay eff tee ee ar. Can you say it quickly? Ay eff tee ee ar. Great work!

I can use it in a sentence: After lunch I like to read a book

Take a photo with your eyes and remember this word: After

You just learnt a word!”

Then there is a pause, a new word is presented (the next word is “again”) and the whole thing repeats with much the same script. Well, I haven’t watched them all, as that would make my head explode with frustration, but I’ve watched quite a few, and they’ve been highly repetitive.

Even one-syllable, entirely sound-outable words like “up”, “at”, “it”, “if”, “on”, “get”, “run” and “from” are given this treatment. So are words with common two-letters-for-one-sound (digraph) spellings, like “them”, “good”, “boy” and “say“. Nobody points out that two letters represent one sound in these words, because nobody even mentions sounds.

The videos explicitly encourage a visual whole-word-memorisation strategy, e.g. for the word “it”, the video says: “put it in your head and say it for when you need it. It comes in handy all the time. It is a great word. It.” Here’s how this is illustrated:

Occasionally children are encouraged to write words in the air, on their hands, arms, feet or the floor, very small or very big, very slowly or very fast. There’s music, pictures, and occasional giggling and sound effects.

Two-syllable words, and words with tricky spellings like the Greek-origin “ch” in “school” and the no-longer-pronounced Old English “w” in “two” get the same treatment. There’s no phonics teaching sequence, no patterns, nothing that would make sense to reading scientists, just rote visual memorisation, over and over.

I wish someone responsible for kids’ content at the ABC would read or listen to Emily Hanford’s reports, understand that a mountain of scientific research shows that we don’t learn to read by visually memorising words, and produce better content for Aussie kids. Maybe ABC presenter Dr Norman Swan can be asked to take this up, as he’s the patron of AUSPELD. Learn A Word on iView is simply not up to the ABC’s usual high standards.