Category Archives: phonics activities

Fact and fiction with Mem Fox

On telly’s Today show last week, celebrated children’s fiction author Mem Fox talked about the importance of reading to children, something with which absolutely everyone agrees.

Mem Fox’s missionary parents took her to Southern Rhodesia as an infant. They were, she explains, “very keen on Australian books being read to us, and our reading Australian books”. TV hadn’t been invented, so she developed a love of reading. She thanks three years at drama school in London for her understanding of language and thus ability to write books. I suspect this training may also have contributed to her storytime drama skills.

All good. Then, about three minutes into the interview, I thought I heard Ms Fox say that young children are increasingly unable to communicate effectively using spoken language.

I did a double-take. I’m a paediatric speech pathologist. You’d think I’d know about this, if it were true. I don’t recall any mention of a general decline in young children’s ability to communicate at this year’s Speech Pathology Australia conference, or in any of the journals I’ve read lately.

I rewound the video, and Ms Fox’s exact words were:

“You know if children don’t have language, if they can’t talk by the time they get to school, and I know that will sound extraordinary, people will say ‘what, they can’t talk when they get to school?!’, if children can’t talk by the age of four, or can’t make themselves clearly understood by the age of four, and that is, increasingly, you know, happening, they can’t learn to read. If you can’t, you know if you don’t have language, obviously you can’t learn to read language. So reading aloud is very, very important for education.” Continue reading

THIS is a BORING book!

I’ve just watched a great 2016 BBC4 documentary called “B is for book”. It follows a group of London children from their first day at school for a year, and explores how they learn to read.

The kids live on a public housing estate in Hackney, and most speak languages other than English at home.

The film is not currently on the BBC website, but a few people have put it on YouTube. The version I watched is here, and you might like to keep it open in a new tab while you read, so you can quickly find and watch the interesting bits I describe below.

You’ll love all the children, but I was most entranced by a little boy called Stephan. An honest child with a low tolerance for Educrap, he looks and behaves a lot like a little boy I worked with last year, also a twin from public housing inclined to slide under the table.

At 19:42 on the video clock, the two children having the most difficulty learning to read in the film, Maria and Stephan, are asked, “What’s the hardest word you know how to spell?” First, they do this:

Continue reading

Decodable texts and lesson-to-text match

A state election looms here in Victoria, and parent-run group Dyslexia Victoria Support (DVS) is petitioning politicians to provide decodable books to all kids starting school in 2019.

Decodable books provide the reading practice for phonics lessons. They include sound-letter relationships and word types learners have been taught, plus usually a few high-frequency words with harder spellings needed to make the book make sense, which are also pre-taught.

Decodable books would replace the widely-used predictable/repetitive texts, which encourage children to guess and memorise words, not sound them out.

At the moment, children might be learning about “i” as in “sit” in phonics lessons, but take home a predictable text that might contain words like “find”, “ski”, “shield”, “bird”, “friend” or “view”. Instead of helping kids practise the sound-letter relationships they’ve been taught, their home readers can undermine this teaching.

DVS’s campaign hit the statewide media this weekend, yay, with an article called “Dull, predictable: the problem with books for prep students” in Fairfax newspapers.

NSW already funds decodable books

The NSW state government has recently given public schools $50 for each child in their first year of school to buy decodable books.

I completely agree with these reactions from AUSPELD President Mandy Nayton and NSW SPELD‘s George Perry:

Several Victorian teachers have recently told me scarce funds are the main barrier to their schools buying decodable books for all their beginners.

Following NSW’s lead in Victoria would not be expensive. 56,766 children are now in their first year at Victorian government schools, so $50 for each child equals $2,838,300. An extra $1,219,050 would extend the offer to the 24,381 preps in non-government schools. Chickenfeed in the context of the state budget.

Does decodable text work?

Professor Tim Shanahan of the University of Illinois Center for Literacy, an internationally recognised authority on literacy-teaching, recently wrote a blog post called “Should we teach with decodable text?”. His point is summarised most succinctly in one of his comments: “No matter what you’ve been told or which group of kids you are concerned about, there is no research evidence supporting the idea that decidable (sic) text works.”

Myself and many others found this odd, as decodable texts aren’t meant to be used in isolation, they’re part of explicit, systematic phonics teaching, and Shanahan was on the US National Reading Panel which said phonics teaching is effective.

More recently, a 2012 systematic review found that “decodability is a critical characteristic of early reading text as it increases the likelihood that students will use a decoding strategy and results in immediate benefits, particularly with regard to accuracy”.

Shanahan admits the lack of a clear, agreed definition of decodable text means the available research is kind of a mess: “with little evident agreement about what decodable text is, what it should be compared with, and what outcomes we should expect to derive from it.” He says, “Perhaps the best study of the problem was conducted by Jenkins and colleagues (2004).”

I was keen to read this article, though since I’m not affiliated with a university, accessing it cost me $AUD59.30 (no, I’m not joking, I agree with George Monbiot that scientific publishing is a rip-off). No wonder there’s a knowledge gap between researchers and practitioners. Anyway, I coughed up, downloaded and read it.

Whatever the text type, learners were prompted to decode

At-risk first-graders in this study were divided into three groups, a control group and two experimental groups who had one-to-one tutoring using the phonics-based program Sound Partners for 25 weeks, 4 days a week for 30 min per day. One group’s reading practice was with decodable storybooks, and the other group read books with uncontrolled spelling patterns. Both groups outperformed the control group, but not each other.

The article says that during reading practice, “If students hesitated for more than 5 sec, or misread a word, the tutor prompted them to use previously taught phonic skills (e.g., isolated specific letters in the word and coached the student to figure out the word), or supplied a letter sound or word, as needed.”

Nobody told these kids to look at the picture and guess, think what word might go there, or otherwise use multi-cueing type strategies. Even when they were reading non-decodable books, these children were encouraged and assisted to decode by tutors who understood phonics. Perhaps this matters as much or more than book type.

I wonder whether book type affects how consistently parents encourage and assist young children to decode, rather than guessing words.

Establishing a useful definition of decodable text

To some researchers, decodable text is text containing only the most regular spelling patterns in the language, i.e. it’s a property of the text alone. From a practitioner’s perspective, this is not an interesting or useful definition, it’s far too simplistic.

Others see decodability as a property of the relationship between text and learner knowledge, so that as children learn more of our spelling code, more books become decodable to them.

However, learner knowledge is usually part of the dependent variable – the thing being tested and measured – in scientific reading research. It thus can’t also be part of the independent variable, which the experiment changes or controls while measuring the effect on the dependent variable.

To help practitioners and avoid research quagmires, the definition of decodability really needs to focus on lesson-to-text match. Practitioners are in control of what they do, not how children respond.

I’d like researchers to define decodable texts as reading practice activities including the phoneme-grapheme correspondences, word types and high-frequency words which have been systematically and explicitly taught, and specify what percentage of words (say, 5%) fall outside this.

Kids should be reading texts they can’t read yet?!

Tim Shanahan’s blog post includes the statement that “even beginning readers should be reading more than decodable texts”. Which seems a bit like saying “even beginning readers should be reading words they haven’t been taught how to read yet”, but perhaps this is yet another problem with definitions.

His definition of reading might be like the Australian Curriculum’s: “To process words, symbols or actions to derive and/or construct meaning. Reading includes interpreting, critically analysing and reflecting upon the meaning of a wide range of written and visual, print and non-print texts”. In which case he might mean that children should be read stories and taken to art galleries and interpretive dance performances. All good, though this definition of reading wouldn’t pass a pub test.

However, I imagine his definition of reading is more like the International Literacy Association’s definition, since he is a past President (along with “father of Whole Language” Ken Goodman and Marie Clay of Reading Recovery fame): “The process of simultaneously extracting and constructing meaning through interaction and involvement with written language”. This could mean listening to others read, I suppose.

He might also mean that beginners should be encouraged to attempt words containing spellings they have never been taught. If he means mainstream kids and about one word in 20 during independent reading, or one word in ten during supported reading, that’s probably fine.

The proportion of untaught spellings which makes a text too difficult is probably highly learner-dependent. Kids with extensive experience of reading failure can, in my experience, quickly melt down and refuse to continue once they start making mistakes.

Self-teaching and signal-to-noise

Shanahan’s over-arching concern seems to be that beginners not be overly shielded from the full complexity of our writing system. Much of what skilled readers know is self-taught. Once we can read at a basic level, we gather data about how words are written through the process of reading (see the Self-Teaching Hypothesis, and this dense but interesting journal article on Reading as Statistical Learning).

Shanahan writes, “Presenting students with lots of decodable text, text that’s much more regular that normal text, might mess up some of these cognitive calculations”.

Well, yes, once kids have the basic knowledge and skills that allow this self-teaching to commence. Until then, it’s all noise and no signal. I’m reminded of the day one of my clients surprised his dad by asking, as they sat on the train at Alphington Station, “Why is there a ‘ph’ in Alphington?”. They’d been through that station many times before, but he only asked about the “ph” after he could sound out the rest of the word.

I’m always delighted when my clients start independently reading environmental print (shop signs, chip packets, car stickers, menus, whatever) aloud. This seems to be an important reading milestone, and one I wish researchers would investigate more closely (or maybe they have and the results are behind an expensive paywall, where I can’t see them).

Shielding beginners and strugglers from knowledge of the full horror of English spelling simply isn’t possible. Today’s kids are surrounded by spelling complexity for most of their waking hours. We can hardly ask them to avert their gaze from every word containing (a) spelling(s) they haven’t yet been taught.

Teaching needs to help beginners and strugglers discern the signals among all the noise. Decodable books strip the noise back, making important signals at first a lot clearer and easier to learn, and they encourage kids to sound words out rather than guessing them.

 

A Simple View of the Phonics Debate

If you missed last week’s ACE/CIS Phonics Debate, you can still watch it online, and read these interesting blog posts about it:

Prof Pamela Snow’s latest blog post isn’t about the debate, but instead directly addresses the future with an open letter to student teachers.

The debate took me back to my halcyon, pimply youth at Warrnambool High School, where our public speaking teacher, Mrs Melican, used to say, “You don’t win a debate by ignoring the topic and debating something else”.

The Phonics Debate’s topic was “Phonics in context is not enough: synthetic phonics and learning to read”. The theoretical backdrop to this is the robust, evidence-based Simple View of Reading, first proposed by Gough and Tunmer in 1986, showing that reading comprehension is the product of two separate skills: decoding and listening comprehension.

Here’s my favourite analogy for the Simple View of Reading: reading comprehension (RC, apparently AKA in the Ed Biz as “meaning-making”) is the gold in a treasure chest with two separate locks: a decoding lock (D) and a listening comprehension (LC) lock. Continue reading

Pom pom phonemes

For a while I’ve been trying to think of a good way to represent individual sounds in words  (phonemes) in a video.

First I tried using my toy fruit and vegetables. These showed nicely that actual productions of a phoneme (allophones) can be slightly different. A cob of corn is still a cob of corn, whatever its size or shape. An /n/ sound is still /n/, no matter where it’s found in a word.

Continue reading

Phonemes are sounds AND articulatory gestures

Phonemes are perceptually distinct speech sounds that distinguish one word from another, e.g. the “p”, “b”, “t” and “d” in “pie”, “by”, “tie” and “die”. They’re also articulatory gestures.

A 2009 article co-authored by reading guru Linnea Ehri says “awareness of articulatory gestures facilitates the activation of graphophonemic connections that helps children identify written words and secure them in memory.” Melbourne Speech Pathologist Helen Botham (Hi, Helen!), lists a number of references on her Cued Articulation website indicating articulatory awareness facilitates phonemic awareness.

I sit right across the table from my clients, so we can see and hear each other’s articulation well. It must be a lot harder to teach a whole class about phonemes, in order to link them to graphemes. Videos on the internet (including my own) about phonemes seem to put them all in one video, making them hard to isolate and repeat on a classroom interactive whiteboard.

I’ve thus filmed my utterly adorable and orthodontically photogenic niece Vivien (thanks, Vivien!) saying each phoneme separately. The 44 videos are below, each with example words which link to the relevant spelling lists on my website.

I hope these are useful in developing kids’ phonemic and articulatory awareness, as well as in teaching adults to say consonant sounds crisply and correctly (without adding a schwa vowel or voicing voiceless consonants) when teaching blending, segmenting and more advanced phonemic awareness.

Stop/plosive consonants:

VOICELESS VOICED

p as in puppy, troupe, steppe, subpoena

b as in bubble, build, cupboard, Bhutan

t as in totter, jumped, serviette, Thomas, doubt

d as in doddle, hugged, aide, dhal

k as in cat, kit, quit, fox, school, mosque, soccer

g as in gaggle, guess, ghost, league, example

Nasal consonants (all voiced):

m as in mummy, thumb, Autumn, gendarme

n as in nanny, know, sign, caffeine, pneumonia

ng as in song, think, tongue

Fricative consonants:

VOICELESS

VOICED

th as in think

th as in them, breathe

f as in fluffy, phone, graph, giraffe, sapphire

v as in vet, solve, skivvy, of, Wagner, Stephen

s as in sassy, cent, house, niece, fox, scent

z as in zip, is, buzz, freeze, cruise, example

sh as in ship, action, musician, discussion

zh as in vision, treasure, beige

h as in house, who

Affricate consonants (stop followed by fricative):

ch as in chip, catch, future, cello, cappuccino

j as in jam, gem, bridge, large, region, budgie

Glides/liquids or semivowel consonants

w as in wet, when, quiz

y as in yes, onion, lasagne, hallelujah

l as in lolly, bottle, grille, imbroglio

r as in remarry, wrist, rhubarb, diarrhoea

Checked or “short” vowels (must be followed by a consonant)

a as in cat, plait, timbre, salmon, reveille

e as in red, head, said, any, friend, bury, leisure

i as in pin, gym, pretty, sieve, busy, women

o as in got, want, because, cough, entree

u as in up, front, young, flood, does

oo as in good, put, could, woman, tour

“Long” vowels (can be the last sound in a word/syllable)

ay as in make, rain, say, paper, eight, they, cafe

ee as in see, sea, we, these, field, silly, honey, taxi

I as in like, my, find, pie, night, bye, type, chai

oh as in home, boat, no, slow, toe, oh, though

ooh as in soon, chew, June, flu, soup, blue, fruit, to

you as in cute, few, human, cue, feud, beautiful

Other vowels (sometimes called “long” too, as they can be the last sound in a word or syllable)

ar as in car, grass, calm, heart, galah, baa

er as in her, dirt, turn, work, learn, journey, were

or as in or, saw, more, all, four, walk, door, haunt

ow as in out, how, drought, sauerkraut, Maori

oy as in boil, boy, Freud, lawyer

air as in care, hair, there, bear, parent, aeroplane

ear as in near, deer, here, pier, bacteria, weird

uh as in a, the, over, liar, actor, fire, metre, future

Finally, I should say (for the linguistic purists) that there is more than one way to slice and count sounds, and how you do this is also affected by your accent. However, slicing and counting them this way (24 consonants, 20 vowels) seems to me to make the most sense of our complicated spelling system for speakers of General Australian English.

The Speech Pathology purists will also notice that Vivien’s alveolar fricatives are slightly fronted (i.e. she has a very tiny lisp) but it’s not noticeable to most people, so I think the /s/ and /z/ recordings I’ve made still count as allophones of /s/ and /z/. People who don’t like them can get their own niece, or someone else, to face the camera.

In fact, teachers might find that kids enjoy making videos of each other pronouncing the phonemes, and find doing it and watching the results helps get everyone thinking and learning about speech sounds. Why use my videos when you can make your own?!

What is a decodable book?

A decodable book is a book for a beginning or struggling reader which contains words she or he can sound out.

In practice this means it contains sound-letter relationships and word types its reader has been taught. It doesn’t include patterns not yet taught.

Decodability thus describes how well a book/text matches its reader’s decoding skills. It gives us a proper, objective way of identifying a just-right book, by ensuring lesson-to-text match. Continue reading

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