Sound Word Knowledge: Dyslexia Help Important Component

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. 

As well, when they exhibit any of the other common characteristics (mentioned under the section  dyslexia). Please don’t focus on grade level for a struggling reader (at least until they are  automatic and confident with mastery in the isolated sound and word levels)! All students go  through these stages of literacy development: They go from individual phonemes and sound  combinations (1,2,3,4), to words (3 letters, 2 letters, 4 letters, etc..) then phrases and  sentences (1 word, 2 words, 3 words, etc.). Instruction on sound word knowledge should be all  sounds and words in isolation, once they have mastery of each stage and level; then, you use  commonly practiced levelized trade books! REVIEW HOW MANY LETTERS/HOW MANY  ANYTIME YOUR ABOUT TO READ OR WRITE A WORD ALONG WITH WHICH ONE COMES:  FIRST, NEXT, LAST!!! 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).

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. 

As well, when they exhibit any of the other common characteristics (mentioned under the section  dyslexia). Please don’t focus on grade level for a struggling reader (at least until they are  automatic and confident with mastery in the isolated sound and word levels)! All students go  through these stages of literacy development: T

They go from individual phonemes and sound  combinations (1,2,3,4), to words (3 letters, 2 letters, 4 letters, etc..) then phrases and  sentences (1 word, 2 words, 3 words, etc.). Instruction on sound word knowledge should be all  sounds and words in isolation, once they have mastery of each stage and level; then, you use  commonly practiced levelized trade books!

Montessori Sequencing & Categorization Cards-Before you begin even alphabetics, 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). REVIEW HOW MANY LETTERS/HOW MANY  ANYTIME YOUR ABOUT TO READ OR WRITE A WORD ALONG WITH WHICH ONE COMES:  FIRST, NEXT, LAST!!! 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).

During the first two stages (see above), which are the most foundationally important, sound  word knowledge will give you what you need to help your student. For the first stage, make sure  you present the letter individually and include as many senses as possible (never depend on just  auditory). In the second stage, pay attention to word errors that’s if a child misreads a word  in isolation and yes, mispronunciations (not with the utmost distinction of all the individual sounds  and sound combinations in each position of the word), for the word attack using sound word  knowledge-it’s counting how many letters and how many sounds and then being able to  encode/decode with 90% mastery at each level (described in more detail later on): Examples of  sound word levels include and should be discussed with students before they read: cat (3 letters,  3 sounds), ship (4 letters, 3 sounds) & bring (5 letters, 2 sounds). Note: The student needs to  recognize and recall each sound word level with confidence and automatically! The main goal in  these first two stages are that students have a strong sound word knowledge which is good for  error handling and work attack which are two major strategies for literacy success in students  with dyslexia. 

Sound-Word Knowledge Includes Word & Sentence Diagramming

CVC words (word families)

Sight Words ccVcc (word families)

cvCcc Morphemes

CLASS #1 Also, they need sound-word knowledge!!! Sound Word Knowledge= how many letters and how many sounds. ***DOESN’T Look Or Sound Right? Then reassignment= how many letters, how many morphemes (2 bunny hops-slide)- and blend (slide finger, blend, “what do you hear”).

CLASS #2 Also, they need sound-word knowledge!!! Sound Word Knowledge= how many letters and how many sounds. ***DOESN’T Look Or Sound Right? Then reassignment= how many letters, how many morphemes (2 bunny hops-slide)- and blend (slide finger, blend, “what do you hear”).

Class #1 Description: Reading Specialist Ready To Help. Emergent/Beginning phonemic awareness, alphabetic principle, and letter-sound relationship to develop their phonic accuracy, automaticity, and self-regulation. This class is also a very systematic, structured, and sequential manner. This instruction comes from my program Oh Good Golly which includes a hybrid of O-G and Montessori inspired methods.

 (Foundation of ALL Literacy-Emergent-Beginning Level, NOW ages 4-plus)

Offered: Zoom.us.com, TBA- Prices & Convenient Other Times

Links

Scope & Sequence) https://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-help-phonics-cook-t-2020/

Class #2 Description: Conquering Big Words is a small-group class (ages 11 plus) with explicit teaching on Intermediate/Advance letter-sound morphology to develop their phonic accuracy, automaticity, and self-regulation as well as vocabulary knowledge. This class is also very systematic, structured, and sequential manner. Max. 6 per class.

Why This Class: We may excel at thinking of “outside the box” solutions, seeing a problem from many different sides, and spatial relationships along with the ability to think in 3 dimensions.

Offered: Zoom.us.com, TBA- Prices & Convenient Other Times

Link:

(Scope & Sequence) https://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-help-phonics-ii-cook-t-2020/ 

Sound-word knowledge

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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