What is a "sight word"? What is the importance of phonological awareness in reading words "by sight?" What is orthographic mapping?

1. March 10, 2016 Event

2. Agenda
 6:15-7:30 PRESENTATION WITH EMBEDDED
SAMPLES
to expand upon January 2016 event presentation
 SIGHT WORDS AND ORTHOGRAPHIC MAPPING
 Emphasis on early phonological awareness
 Phonemic proficiency
 Assessment of phoneme awareness
 7:30-7:45 QUESTIONS / BREAK
 7:45-8:30 FINISH PRESENTATION
Make sure to “JOIN” at www.thereadingleague.com!

3. January 14 Event
• Highlighted research proving that reading words “by
sight” is not accomplished using visual memory of whole
words. We do not read words as visual units, therefore
we should not teach that way.
• Emphasized new understandings about phonemic
proficiency and orthographic mapping

4. If you take anything away
tonight, let it be this!
SIGHT WORDS =
AUTOMATIC WORDS
WHAT THEY ARE
Words that POP!
They are impossible to suppress reading!
ALL WORDS CAN BE SIGHT WORDS
Regularly spelled words
Irregularly spelled rule breakers
Frequent words
Infrequent words

5. Remember the Stroop Test?
BLUE ORANGE BLACK
GREEN RED YELLOW
PURPLE BLUE RED BLACK

6. LET’S TRY IT!
Is this a sight word?

10. mnemonic

12. kishminpook

13. wtrizzgwryt

15. What we don’t mean by “sight words”
• Words analyzed in any way (decoded, chunked,
compared to others, thought about).
We also don’t mean only the words that are typically
memorized because they’re irregularly spelled rule breakers
(e.g., of, you).
REMEMBER! Automatic and accurate recognition of words
eases the burden of reading, makes it more enjoyable, and
frees up cognitive resources
to think and learn.

16. THE SIMPLE VIEW
Informs assessment & instruction
Phonemic
Proficiency
Sight Word Pool
Words Mapped to
Orthographic Memory
Letter Sound
Proficiency
AUTOMATIC
Word
Recognition
Reading
Comprehension
Language
Comprehension
Vocabulary
Knowledge
Background
Knowledge
Knowledge of
Text and Sentence
Structures
Based on : Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and
Special Education, 7, 6-10.
Phonic
Decoding

17. It all ties together
(Sample 1– Envelope – blue paper)
In a small cluster, elect one person to read the paragraph
aloud.
Read the words top to bottom, instead of left to right.

18. FLUENCY = EFFORTLESSNESS
AN INDICATOR OF OVERALL READING COMPETENCE
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19. How’d the reader do?
• What was the passage about?
• How was the reader’s: Rate? Accuracy? Prosody?
• Were the words still sight words? Why not? How did this cause
everything else to crumble?
READING FLUENCY COMES WHEN WORD READING IS EFFORTLESS.
WORD READING IS EFFORTLESS WHEN WORDS BECOME SIGHT
WORDS.
Period.
Automatic

20. If fluency is weak,
you should (choose one):
A. Use research-based fluency strategies like repeated
readings, partner reading, etc.
B. Check first to see if there are significant gaps in word
recognition skills.
McKenna (2008) Retrieved from http://curry.virginia.edu/reading-
projects/projects/garf/PowerPoints/Diagnostic%20Testing%20in%20RTI.
ppt

21. If fluency is weak, you
should
A. Use research-based fluency strategies like repeated
readings, partner reading, etc.
B. Check first to see if there are difficulties in word
recognition skills.
McKenna (2008) Retrieved from
http://curry.virginia.edu/reading-
projects/projects/garf/PowerPoints/Diagnostic%20Testing%2
0in%20RTI.ppt

22. If both fluency and word
recognition are weak, you should:
A. Use evidence-based word recognition strategies that
are explicit and systematic.
B. Check first to see if there are difficulties with phonemic
awareness.
McKenna (2008) Retrieved from
http://curry.virginia.edu/reading-
projects/projects/garf/PowerPoints/Diagnostic%20Testing%20i
n%20RTI.ppt

23. If both fluency and word
recognition are weak, you should
A. Use research-based word recognition strategies that
are explicit and systematic.
B. Check first to see if there are significant gaps in
phonemic awareness.
McKenna (2008) Retrieved from http://curry.virginia.edu/reading-
projects/projects/garf/PowerPoints/Diagnostic%20Testing%20in%
20RTI.ppt

24. Phonological
awareness
word
awareness
(isolate individual words
in the flow of speech)
phoneme
awareness
(manipulate individual
sounds of words)
onset-rime
awareness
(manipulate parts of
syllables as in l-uck)
syllable
awareness
(blend and segment
syllables of words)
Adapted from Lane, H., Pullen, P., Eisele, M., & Jordan, L. (2002). Preventing school failure: Phonological awareness
assessment and instruction. Preventing School Failure, 46(3), 101-110.
is the ability to identify and manipulate sounds
in spoken language. It includes:
The most advanced
level of phonological
awareness
Phonological Awareness vs. Phoneme Awareness
(Side 1 of Reading League Knowledge Sheet)
Let’s firm up “phon-a”

25. Let’s firm up “phon-a”
(Sample 2 – Envelope – yellow paper)
Consider the instructional strategy Teacher A developed.
Which sets of pictures tap phonological awareness and
which tap phonemic awareness?
Knowing the difference matters! Appropriate instructional
strategies often depend on knowing the difference.
For great teacher PD: Moats, L., & Tolman, C. (2009). Language Essentials for Teachers of
Reading and Spelling (LETRS): The Speech Sounds of English: Phonetics, Phonology, and
Phoneme Awareness (Module 2). Boston: Sopris West.

26. Phonological or Phoneme Awareness?

27. Hierarchy of PA Development
http://www.readingrockets.org/article/development-phonological-skills

28. Ages at which 80-90% of typical
students achieve a phonological skill
http://www.readingrockets.org/article/development-phonological-skills

29. Let’s understand deeply why PA is
so important for word-reading
(Side 2 of Reading League Knowledge Sheet)
Why Phonological/Phonemic Awareness is Essential for
Every Level of Word-Reading Development
Adapted from Kilpatrick (2015)
Letter name learning
matches symbols tosounds
(phonology). These sounds
representpartsof spoken
words (phonological
awareness).Letters whose
sounds are firstin their
names (e.g., B; “bee” starts
with the /b/ sound) are
learned more quickly than
those whose sounds are
not first (e.g., /f/ is “ef”) or
not in their name (e.g.,h, y).
Sensitivity to phonology
affects letter name learning.
PHONOLOGICAL
DEVELOPMENT
WORD-READING
DEVELOPMENT
EARLY
PHONOLOGICAL AWARENESS /
SENSITIVITY
Letter NAME Learning
Letter SOUND Learning
• Rhyming
• Syllable Segmentation
• First Sound Awareness
BASIC
PHONEMIC AWARENESS
• Onset-Rime
• Phoneme Segmentation
• Phoneme Blending
ORTHOGRAPHIC
MAPPING
PHONIC
DECODING
ADVANCED
PHONEMIC AWARENESS
(PHONEMIC PROFICIENCY)
• Phonemic Manipulation
(i.e., deletion, substitution)
•Any position within words
•Instant responses
Students use phoneme
segmentation for basic
spelling skills.
For reading, they identify
isolated sounds and
blend them to read new
words independently.
This includes irregularly
spelled words, whose
identity can often be
determined with partially
accurate phonic
decoding.
Printed words (the
letters) must become
bonded/ mapped to their
spoken counterparts (the
phonemes) so securely
that a word’s letter
sequence instantly and
effortlessly activates the
oral pronunciation
without sounding out or
guessing. To do this,
spoken words must be
segmented into phonemes
so efficiently that the
process is automatic and
unconscious. The spoken
words’ phonemes become
aligned/mapped to the
sequence of printed
letters, which allows
printed words to become
familiar and anchored

30. Questions/Break
15 mınutes

31. ASSESSING Phoneme Awareness
TYPICAL = Oral segmentation (most popular yet least sensitive!)
(Sample 3 – Envelope – green paper)
• AIMSweb/DIBELS PSF (phoneme segmentation fluency)
• Teacher-made Informal phoneme awareness assessment
Discuss:
 The students each assessment’s scores be meaningful for
 What is each assessment lacking?
 DIBELS/AIMSweb are excellent indicators. How do they get
misinterpreted when it comes to instruction?

32. DIBELS/AIMSweb Phoneme
Segmentation Fluency (PSF)
Sample retrieved from: https://dibels.uoregon.edu/docs/materials/psf_pm_6th_ed.pdf

33. beak lake
bone lip
calf heel
cope squirm
feel neck
game sheep
goal lock
Teacher tells the student, “Change the last
sound to /t/” and orally provides these words:
Peterson (1999)
Informal PA Assessment

34. Orthographic Mapping
leads to sight words
Struggling readers are poor orthographic mappers because their
ability to identify letter sounds and segment words is not proficient
(fast and efficient with complex items).
• a process in which readers store WRITTEN words for immediate,
effortless retrieval
• a means by which readers turn unfamiliar WRITTEN words into
familiar, instantaneously accessible sight words
• the process responsible for automatic word recognition that
explains how readers build a sight word pool
• Involves the formation of letter-sound connections to bond the
spellings, pronunciations, and meanings of specific words in
memory (Ehri, 2014)

35. Orthographic Mapping
leads to sight words
Struggling readers are poor orthographic mappers because their ability to identify letter sounds
and segment words is not proficient (fast and efficient with complex items).
ORTHO / GRAPHY = correct writing (from Greek words orthos for straight and graphe for
writing)
• In English, ck always ends a word with a short vowel
• In English, words don’t end in the letter ‘v’ alone (e.g., strive, forgive)
• Example: In reading the word “fly”, the student needs to pair the symbol (the abstract
printed symbol that they see on the page) with the sound. Each symbol they see should
invoke its sound
F = /f/ L = /l/ Y = /Ī/
• GOAL…when instructing, our methods should encourage students to go inside a
word to read it
• AVOID: Our methods should never encourage students to “guess-read”

36. Using assessment to capture
automaticity AND proficiency
• Timing the assessment (e.g., looking up course
availability online, knitting)
o Captures automaticity piece
• Featuring items that tap ADVANCED PA = deletion
and substitution (assuming student has mastered
segmenting/blending)
o Captures proficiency and expertness, which is complexity, advanced stuff.
We can witness if a student is focusing working memory
attention on segmenting or not.

37. Phonological Awareness
Screening Test (PAST)
(2 sided white handout)
David Kilpatrick teaches/demonstrates
Practice with each other!

38. Phonological Awareness
Phonemic Awareness
and the
Phonological Awareness Screening Test
(PAST)

39. Phonemic Awareness and
the Balancing Rock
Phenomena

40. Balancing Rock Analogy
PHONEMIC AWARENESS
Fluent Word Recognition
Reading Comprehension
Social Studies/History,
Science, Writing, Math, English,
Second Language; Behavior/Attitude
School Success: Graduation vs.
Dropout, Grades, Attitude, Goals
Career opportunities, job skills,
college, life success; self-confidence

41. Quiz: How many phonemes?
1. shoe
2. time
3. guess
4. best
5. yes
6. though
7. tax
2
3
3
4
3
2
4
Notice:
guess vs. yes
Teachers MUST be able
to distinguish letters
from phonemes to
properly teach
phonemic awareness

42. The Two Types of
Phonological Awareness/Sensitivity
• Phonological ANALYSIS
o Takes whole words apart
• Phonological SYNTHESIS (blending)
o Combines parts to activate whole words

43. Segmentation vs. Manipulation
• Most programs use segmentation
o Necessary, but not sufficient aspect of PA
o Many struggling readers can do it but not
other PA tasks
• Segmentation vs. Elision on CTOPP
• The “danger” of segmentation assessment
and training
o We could conclude “no PA difficulties” and
leave the problem unaddressed

44. Phonemic Proficiency
• Speed with which kids can access
phonemes is what affects reading
o Unconscious or “pre-cognitive”
o Why manipulation tasks get at this while
segmentation tasks do not
• Significance of proficiency for building the pool
sight words via orthographic mapping
• Currently, only one test directly assesses
phonemic proficiency – and it’s free!

45. The PAST Assessment
• Phonological Awareness Screening Test (PAST)
o Acronym has double meaning
o Not to be confused with the other “PAST”
• Phonological Awareness Skills Test
• Shows up in online searches
• It’s been around a long time
o Based on Rosner & Simon (1971)
• Reworked and improved by McInnis
• It is “third generation Rosner”
• Outstanding correlation with reading
o .6 to .8 elementary students; .5 adults

46. Levels of Phonological
Awareness Development*
Syllable (D, E1-3)
Syllable (E4, E5)
Onset-Rime (F, G)
Phoneme (H, I)
Phoneme (J, K, L, M)
Phonological Acquired by students who are:
Awareness Level average or better struggling readers
pre-K - early 1st
late 1st - 2nd
K - mid 1st
early 1st - late 1st
late 1st to late 2nd
K - late 1st
2nd to 3rd (or later)
late K - early 2nd
late 1st - late 2nd
3rd – never/partial
*Don’t worry about remembering the levels (e.g., D, F, K, etc.).

47. The PAST Assessment
• Based on phonological manipulation
o Uses segmentation, isolation, & blending
• Also looks at automaticity of PA
• Provides feedback for every item
• Takes 6-10 minutes to give
• Keyed into remediation program
• Five versions for progress assessment
• Great supplement for CTOPP
• Requires some training
• Currently free to use
• Not normed – criterion based

48. Administering the PAST
• Two scoring systems: timed, untimed
o 0, 1, X
o Timing
• Routing - to speed administration
• Correction for each incorrect item
• Discontinuation rule
• Pacing
• Tabulation