Dyslexia Help: Phonological Awareness (should be done simultaneously with working memory and alphabetics)

Dyslexia Help; Cook’s Independent Tutoring, Coaching, & Consulting,LLC
Helping Those with a Neurodifference Enjoy Learning Again!: “ELBERT develops connection, trust, and love by instilling curiosity, autonomy, and attunement in our students.”
— Read on simplebooklet.com/dyslexiahelp

Does your child struggle to learn or have reading struggles (writing and speaking too)? Do They Have Phonological Awareness?

Phonological Awareness Should Be Done In the Emergent Stage Before Beginning and Early Literacy (5 or Less Letter Sound Knowledge)

Summary of Stages of Literacy Development Of Intervention

Emergent
Beginning EarlyIntermediate/Advanced
phase: Phonological Awareness,
Working Memory,
Alphabetics


“I Read Only” (Model, Model, Model”)

*might be more of a “writer” than reader at this point
phase: “Sound Level”Sounds in Isolation (also Words for encoding/decoding offered in program)
”I Read”
phase: “Word Level”Words in Isolation, Choral, Echo Read, Cloze Read on Instructional Level Trade Books
”We Read”
phase:“Phrases & Sentences Level” 
Independent Reading



”You Read”

Rhyming match (memory game): https://matchthememory.com/search/rhyming

Language and Sounds (Listening Skills)

Objectives

Develop Active Listening

Why Is This Active Listening Game Important For Inferencing?

Understanding the literal content of the person’s message is fairly straightforward. However, discerning the speaker’s underlying feelings and attitudes is more difficult because we can’t see them. They are hidden inside the speaker. I talk- you relay- I talk-take away picture- we talk- we talk- take away we relay, you talk-I relay, you talk-take away picture!!

Show Pictures of Face: https://images.search.yahoo.com/yhs/search;_ylt=AwrCwDMFyfRfgk0AtAsPxQt.;_ylu=Y29sbwNiZjEEcG9zAzEEdnRpZAMEc2VjA3Nj?p=pictures+of+people%27s+faces&fr=yhs-trp-001&hspart=trp&hsimp=yhs-001

Show pictures of Animals: https://images.search.yahoo.com/yhs/search;_ylt=AwrCwGFS4f1fdSIABgYPxQt.;

Show Pictures of Nature: https://images.search.yahoo.com/yhs/search;_ylt=AwrExlQIyfRfw2sAbho2nIlQ;_ylu=c2VjA3NlYXJjaARzbGsDYnV0dG9u;_ylc=X1MDMTM1MTE5NTcwMgRfcgMyBGFjdG4DY2xrBGNzcmNwdmlkA2NCcnN2VEV3

List of Listening Games:

Telephone

Nature Walk (Montessori)

Simeon Says

Whisper Game (Montessori)

Head, Shoulders, Knees and Toes

I Spy (Whisper Version)

Montessori Sequencing & Categorization  Cards- Before you begin even alphabetic, I suggest doing activities of phonological awareness, including language and listening. For language and listening, you need to develop their sound word knowledge (described above) as well as their categorization and sequencing skills. (Note: the opportunity to teach  ordinal numbers: first, second (next), third (last)).

What is sound word knowledge?  Sound word knowledge is recognizing and recalling how many letters and how many sounds are in each position of a word. It helps students with dyslexia because they have the tools to help them when they omit letters/sounds in the middle of the word. For this: they need a strong working memory along with categorizing and sequencing skills (see image above)!

(Note: they are available online. These Montessori cards contain all three: category: ex. food items, sequence: steps of opening, and language/listening if done with the child: egg: whole, oval, half, etc..). Again, I suggest doing before alphabetics/phonics. Then, when 90% mastery with objects then move unto alphabetics and phonics (next section). NOTE: THIS WILL INCREASE THEIR WORKING MEMORY IF DONE DAILY. MOST students with dyslexia have a deficient working memory. This is why a phonological awareness deficiency is a commonality in all students with dyslexia. Also, note the last sound to be processed is the middle sound. Just think about what you’re asking them when doing words like /c/ /a/ /t/ and /cat/ whether it be rhyming, segmenting/blending or on-set/rhyme: for example,  think about how they need to have a good working memory to process and hold those sounds in their brains!!! This is why the foundation of the phonological awareness continuum including language and listening  (specifically categorization and sequencing) are very important as well as working memory (again specifically categorization and sequencing).  YOU WANT TO MAKE SURE THEY ARE PROCESSING EACH SOUND BEFORE YOU MOVE ON (ESPECIALLY THE MIDDLE SOUND- DO LOTS OF ASSONANCE GAMES AND LISTENING). 

Note: Sight words it only how many letters Not How many letters, how many sounds! It’s just how many letters- great for those with surface (visual dyslexia).

Quizlet Letter Names: https://quizlet.com/_5tg7bz?x=1jqt&i=1rtq1r

Rhyme and Alliteration

(Quizlet) https://quizlet.com/class/14452431/

Phonological Awareness (say out verbally after 90% mastery above): you can make it fun and informative. Should be done verbally and can be done as a game in the car as you head down the highway just make sure the visual/tactile component is not present at this time. 

Ex Alliteration WordsEx. Assonance WordsEx. Rhyming Words
friends flip-flop fast
 facing future fell face fame forty 
lonely floats host golden daffodils
mote coat phone knot
back black crack hack
jack tack mack whack zack

WORDS:


open sounds

a=apple
o=octopus
Level 2 (90% mastery)
partially open

u= umbrella
Level 3 (90% mastery) other

e=elephant
i= igloo
(after 90% of spelling -am family) -an family(after 90% of spelling -an family) -ad family(after 90% of spelling -ad family) -at family
3 letters 3 sounds
fan
ban
can
man
pan

4 letters 3 sounds
flan
clan
bran
3 letters 3 sounds
bad
cad
dad
had
lad
mad
pad
sad

4 letters 3 sounds
brad
glad
clad
3 letters 3 sounds
rat
bat
cat
fat
hat
mat
pat
sat

4 letters 3 sounds
slat
flat
chat
spat
that
(after 90% of spelling -at family) -og family(after 90% of spelling -og family) -ot family(after 90% of spelling -ot family) -ug family
3 letters 3 sounds
log
fog
bog
cog
dog
fog
hog
jog
bog

4 letters 3 sounds
blog
clog
frog
slog
smog
3 letters 3 sounds
cot
bot
cot
dot
got
jot
lot
pot
rot
not

4 letters 3 sounds
plot
clot
blot
shot
slots
trot
3 letters 3 sounds
rug
bug
dug
hug
jug
lug
tug
mug
pug
rug

4 letters 3 sounds
plug
shrug
snug
thug
(after 90% of spelling -ug family) -un family(after 90% of spelling -un family) -en family(after 90% of spelling -en family) -in family
3 letters 3 sounds
bun
fun
gun
nun
pun
run

4 letters 3 sounds
shun
spun
stun
sun
3 letters 3 sounds
den
fen
ten
hen
men
yen
pen

4 letters 3 sounds
glen
then
open
3 letters 3 sounds
bin
din
fin
gin
kin
pin
tin
win

4 letters 3 sounds
grin
shin
skin
spin
chin
thin
twin
(after 90% of spelling -in family) -it family(after 90% of spelling -it family) -ip family5 letter words
3 letters 3 sounds
bit
fit
hit
kit
lit
mit
pit
wit
sit

4 letters 3 sounds
skit
slit
grit
snit
spit
split
twit
3 letters 3 sounds
dip
drip
flip
grip
hip
lip
sip
nip
rip
tip
zip

4 letters 3 sounds
ship
skip
blip
slip
snip
strip
trip
chip
whip
quip

brine
shine
spine
swine
twine
whine
shine
spine
swine
twine
whine
black
crack
knack
quack
snack
awake
brake
flake
quake
shake
snake
stake

Phonological Awareness (say out verbally after 90% mastery above): you can make it fun and informative. Should be done verbally and can be done as a game in the car as you head down the highway just make sure the visual/tactile component is not present at this time.

Game: Using words above, make sure the child can’t see the words.

1) Say the first word on the list.

2) Tell them to visualize what that word is (give them a hint-tell them how many letters, how many sounds).

3) Have them to tell you what letters (letter names) did they visualize. If they can’t get the correct letters, ask them did they visualize something else (person, place, thing, idea) and what did it look like.

4) Give them the letters and show them the word.

5) Go to the next word on the list (make sure they can’t see words. Say, I’m replacing the letter _____ with the letter _______.

Sentence Segmenting (“I read & Model, Model, Model Sentence Segmenting”)

First) What is sound word knowledge?  Sound word knowledge is recognizing and recalling how many letters and how many sounds are in each position of a word. It helps students with dyslexia because they have the tools to help them when they omit letters/sounds in the middle of the word. See words above

Then) Read to them. Pick out a sentence from book and isolate. Then count the words in the sentence. Book’s for free here: https://www.getepic.com/

Onset-Rime Blending & Segmenting

More on Phonological Awareness (text me and I’ll send you more PA PowerPoint resource)

NOTE: WORKING MEMORY NEEDS TO BE DONE DAILY: https://lookingtohealourownlearningdifference.org/2020/10/29/dyslexia-help-looking-to-heal-our-own-learning-difference-by-developing-working-memory-of-sound-word-knowledge-processing/

Alphabetics– Letter Name


A a      B b      C c       D d

E e      F f         G g      H h
I i         J j         K k         L l
M m       N n       O o       P p
Q q       R r        S s          T t
U u      V v   W w       X x

Y y    Z z

NOW Go to Phonics I: https://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-help-phonics-cook-t-2020/

Share and Contact

Tricia Cook, M. Ed, RSP, AOG, https://linktr.ee/tcooktutor; www.myelbert.com

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Published by Tricia Cook, MEd., Online Dyslexia and Behavioral Interventionist, RSP, AA O-G Tutor & Montessorian

My interest is in helping parents and teachers to understand learning and behavioral challenges and to love learning again. I graduated from Auburn in ECE in 1998. I have been a Montessori teacher here in Birmingham for almost 12 years and have lived in Birmingham for the past 19 years. As an early childhood teacher, I want continue to grow and develop as a constant learner. In 2012, I graduated from Secondary Education with a P-12 Reading Specialist certification the University of Alabama. As a Reading Specialist, I train on diversity and literacy development; I have a specialized knowledge of assessment and diagnosis that is vital for developing, implementing, and evaluating your literacy and neurodiversity behavioral, character development programing. Also, I have varying experiences designing instruction and environments for Montessori and Non-Montessori (OSR-Pre-K) environments. Therefore, I can consult for any environment or setting! In 2013, I attained my highly qualified status in ECE and Reading. In 2013, I also got my Orton-Gillingham AA tutor certification. I currently tutor full-time along with consulting. I have actually been tutoring since 2003. Along with other independent tutoring/interventionist experiences, I have brought dozens of students from an emergent to an advanced reading level! In addition to tutoring, I have provided the reading strengths and needs of my students and share that information to classroom teachers, parents, specialized teachers, and other stakeholders.  Lastly, I have also been a trainer/presenter, since 2008 and really enjoy this aspect of my career. As an experienced trainer, I have trained on many topics including: literacy (the five components), classroom management, positive discipline, diversity character development, Montessori Philosophy, policies and procedures, child development, and Alabama's Pre-k. Take note: Schools and families are desperately looking for an alternative type of affordable multi-sensory, hands-on, and interesting instruction. Currently, I am training and interested in writing on the following topics: A Comparison of Pre-K to Kindergarten; Adolescent Literacy (7th+); Assessment; Developing Readers; Children’s Literature; Classroom Management Techniques; Comprehension; Montessori Philosophy; Environmental Print & Early Writing; Family Attachment; Language and Literacy; Outdoor Classroom; Poetry Writing (7th+); Positive Guidance; Fine-motor Development; Cursive Writing; Creative Writing; Comprehension: Study Skills/Test Taking Strategies; Morphology; Phonics Instruction; Diversity Education; Neurodiversity Education; HandWriting; Reading Strategies; Best Practices P-12. Thank you, Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor

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