Speech to Print: Language Essentials for Teaching Reading

Speech to Print
Language Essentials for Teachers,
Third Edition
Louisa Moats, Ed.D.

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Louisa Moats, Ed.D., has been a teacher, psychologist, researcher, graduate
school faculty member, and author of many influential scientific journal
articles, books, and policy papers on the topics of reading, spelling,
language, and teacher preparation. She received her doctorate in reading
and human development from the Harvard Graduate School of Education.
She was Co-Principal Investigator of the NICHD Early Interventions
Project in Washington, D.C., public schools and Principal Investigator on
two small business innovation research (SBIR) grants from the National
Institutes of Health. In addition, she led the committee that developed the
International Dyslexia Association’s Knowledge and Practice Standards for
Teachers of Reading. Dr. Moats’ awards include the prestigious Samuel T.
and June L. Orton award from the International Dyslexia Association for
outstanding contributions to the field; the Eminent Researcher Award from
Learning Disabilities Australia; and the Benita Blachman award from the
Reading League.
Louisa Moats, Ed.D.

SPEECH TO PRINT: Language Essentials
for Teachers (3rd Edition)
OUR GOALS
• Understand the relationships between oral language and literacy
• Study the systems that make up language
• Understand the language processing problems that can impede literacy development
• Review the extensive research base for understanding how reading skill is acquired
• Describe and recognize the phases of reading development and why they help us
determine what to teach, to whom, and when
• Review the essential principles of Structured Language and Literacy instruction across
all components of language
Speech to Print: Language Essentials for Teachers, Third Edition by Louisa Cook Moats. Copyright © 2020 by Paul H. Brookes Publishing Co., Inc. All rights reserved. 7

Content Overview
• Chapter 1: Why Study Language?
• Chapter 2: Phonetics
• Chapter 3: Phonology
• Chapter 4: English Orthography
• Chapter 5: Morphology
• Chapter 6: Syntax
• Chapter 7: Semantics
• Chapter 8: Teaching Structured Literacy
8Speech to Print: Language Essentials for Teachers, Third Edition by Louisa Cook Moats. Copyright © 2020 by Paul H. Brookes Publishing Co., Inc. All rights reserved.

What’s New?
• Rewritten textbook chapters, especially Syntax and Semantics
• Rewritten workbook, with Dr. Bruce Rosow
• Current research references and theoretical frameworks
• New and better exercises in the text and workbook
• Elaborated guidance on how/what to teach in each language
area
• On-line supports: powerpoints, quizzes, exams, resources
• On-line tutorial on the speech sound system

LANGUAGE
Phonology
Morphology
Orthography
Lexical
semantics
Sentential
semantics
Syntax
pragmatics
10
Reading and Spelling Both Depend on Language
Pinker, 1999, Words and Rules

Language and Literacy: Some Key Ideas
• Word recognition is only incidentally visual.
• Reading achievement depends on language processing.
• Simple View of Reading (SVR—Gough & Tunmer, 1986)
Word recognition × Language comprehension = Reading
comprehension
• Word recognition depends on lower-level skills.
• Language comprehension depends on higher-level aspects of language.

Elaborated “Simple View” of Reading
Word Recognition
Language
Comprehensionx
Phoneme
awareness
Decoding
graphemes,
syllables,
morphemes
Fluency
Reading
Comprehension=
Language Form
Morphology and
Word Meaning
(Lexical semantics)
Sentence Structure
(syntax)
Sentence Meaning
(sentential
semantics)
Discourse Structure
General
Cognition
Background
knowledge
Inference/reasoning
Perspective taking
Working memory
Attention control
Comprehension
monitoring and repair
Rapid
recognition;
orthographic
mapping
Speech to Print: Language Essentials for Teachers, Third Edition by Louisa Cook Moats. Copyright © 2020 by Paul H. Brookes Publishing Co., Inc. All rights reserved.

A Challenge: Language Structure Is Not Self-
Evident
• Even educated adults may have little conscious awareness of the language
structures they use in speaking, listening, reading, and writing.
• Examples
• Teachers may not realize a letter combination can represent one speech sound (ch,
ng) or differentiate these digraphs from consonant blends (cl, st) and silent letter
spellings (kn-, wr-).
• Few adults can explain why we follow certain spelling conventions.
• For example, why is there a double “t” in attract? In batting? In written?
• Phoneme awareness is not easy or natural for many people to attain
• Knowledge of syntax (sentence structure) is not emphasized in our schools;
formal study is necessary to understand it

How We Read: We “Map” Words to Long-Term
Memory, Sound by Sound, to Read and Spell
14
r e d
h a s
/r/ /ĕ/ /d/
/h/ /ă/ /z/
/red/ /haz/
/c/ /ō/ /m/
c o m b

What Is A Phoneme?
• One of a finite number of sounds in a language system
(English has 43/44)
• The smallest unit of speech that can change a word’s
meaning
• Words that differ only in one phoneme (minimal pairs)
are evidence for the existence of phonemes
• built, belt, bolt
• built, build, guild
• A phoneme is not a letter!

Lips Lips/Teeth Between
Teeth
Behind Teeth Roof of Mouth Back of
Throat
Glottis
Stops /p/
/b/
/t/
/d/
/k/
/g/
Nasals /m/ /n/ /ng/
Fricatives /f/
/v/
/th/
/th/
/s/
/z/
/sh/
/zh/
/h/
Affricates /ch/
/j/
Glides /wh/
/w/ /y/
Liquids /l/ /r/
The Consonant Chart: Phonic Symbols: Symbols

Consonant Chart Organization
Place of articulation:
• where the sound is made -- front, middle, back of the
mouth
Manner of articulation:
• position of lips, teeth, tongue, throat open or closed
• stopped or continuous (/p/ vs. /s/)
• voicing (/b/ vs./p/)
• nasality (/b/ vs. /m/

What is a vowel?
• NOT a letter: a, e, i, o, u are LETTERS used to
represent vowels
• NOT a “middle sound”
• Vowels are open speech sounds, made with little
obstruction of the tongue, lips, teeth, or air passage
• Vowels are continuous and voiced phonemes
• Every syllable has a vowel phoneme
• There are 18 vowel phonemes in English, plus
schwa (which is not technically a phoneme)

beet ( butte)
bit boot
bait put
bet boat
bat bought
bite butt
bottom
Vowel Phonemes in Minimally Contrasting Words
boy
bow
burr
bar
bore

Vowel Sounds of English, Phonic Symbols
ǝ yu

IPA (Phonetic) Symbols
21
i
ɪ u yu
e ə ʊ
ɛ o
æ ɔ
ai ʌ
a
ɔi
æw
Ɛr
ar
or

Sound Wall in a Classroom…

Indian
igloo
itch
Allophonic Variation and Coarticulation
©Anne Whitney, Ed.D., CCC-SLP

Important Ideas
• Students will confuse speech sounds that are in the same
class or that share overlapping features
• EFRY (every)
• SGIN (skin)
• MD (bed)
• FIG (thing)
•Speech sound IDENTITY must be clarified in instruction, with
reference to a sound’s articulatory and acoustic features

Orthography: Five Angles for Understanding
Why Words Are Spelled the Way They Are
• Word origin and history (Anglo-Saxon, Latin, Greek)
• Phoneme–grapheme correspondences (1-4 letters)
• but, bout, beau, bough
• Position constraints, or the effect of the position of a phoneme
on its spelling within a word
• hay, hail; boy, boil; cow, couch
• Patterns and conventions of letter sequence and use, including
syllable spellings
• can, ca-ble, car, care, coat, trea-cle
• Morphology—the spelling of meaningful parts

Historical
Layers of
English
Classes of Morphemes Examples
Anglo-Saxon
Base words neighbor, eat, heaven, sky
Compounds daylight, crabapple,
yellowtail
Inflectional suffixes -ed, -s, -es, -er, -est, -ing
Derivational prefixes a, be, en, un, mis, fore
Derivational suffixes -hood, -en, -ly, -ward, -
ness,
-less, -most, -ish
Latin, French
(Romance)
Derivational prefixes un, dis, ex, re, pre, anti,
inter
Derivational suffixes -ment, -ible, -ion, -ful, -ity
Roots spect, fer, form, cred, ject,
vis
Latin plurals alumni, alumnae, data,
vertebrae, curricula
Greek
Combining forms ology, lex, dys, chloro,
phyll, meta
Greek plurals metamorphoses, crises,
analyses
Morpheme classes
from each base
language layer.

Multisyllabic Words: Where is Schwa?
imitate expository
blossom argumentative
about orthographic
application competition
complexity problem
narrative phonetic

What Is a Word Made Of?—“Commitment”
28
Aspect of Language Word Elements (Perhaps Unconscious) Knowledge
Syntax Noun The suffix -ment marks a noun.
Morphology Three morphemes: com-mit-ment Com is a Latin prefix meaning with; mit is a Latin root
meaning send. These morphemes occur in many other
English words.
Semantic A promise, obligation, responsibility.
The act of restricting or confining a person.
The word has several meanings depending on context.
Orthographic Double m results from the juncture of prefix and
root; adding a suffix beginning with a consonant
does not require doubling of the final t in commit.
All three written syllables are closed syllable
types.
The phoneme /k/ is represented with letter c
before letter o.
The letter sequence ttm does not occur in English. Also,
in contrast, the word committed does have a double t
because the suffix –ed begins with a vowel and the
doubling rule applies.
Phonological Three spoken syllables, stress on the root mit.
9 phonemes, with first vowel spoken as schwa:
/k/ /ə/ /m/ /ĭ/ /t/ /m/ /ě/ /n/ /t/
Although there are two ms in spelling, there is only one
spoken phoneme /m/ between the first and second
syllables.

Latin Derivational Suffixes Mark Part of Speech
Derivational suffixes can change the syntactic slot that a
word fits into. Here, words that fill verb slots change into
words that fill noun slots.
A person who bakes is a baker.
A nation is governed by its government.
Someone who assists is an assistant.
Avoiding doing homework shows avoidance.

Word Building from Latin-Derived Morphemes
How many words can you make?
de
re
pro
ex, e
in, im
sub, sup,
sus
port
ject
spec(t)
able
ion
ation
ed

Analyze Spelling Errors to Tell What Students
Know about Language
Inflectional suffixes:
classis / classes strapt / strapped
joyce / joys showd / showed
mixt / mixed startid / started
Derivational suffixes:
hungre/hungry sharped/sharpened
finliy / finally genty / gently
fames / famous vakashan / vacation
unseealbe / unseeable abundunse / abundance

The Study of Syntax – How Sentences Work
• The hierarchical “tree” of underlying syntactic structure
S
NP VP
Art Adj N V NP
Art Adj N
The inebriated driver totaled the new car.

Parts of Speech: A Functional Approach
• Gradually develop these concepts by the words’ functions or jobs in a sentence
• Use a chart like this:
33
What Kind Who/What
Did/Felt/Was
What
What To What Where When How
dogs run
hungry dogs chew bones
after
dinner
with
their
teeth
ripe apples fall
from the
tree
with a
thud
my older brother gave a present to me
on my
birthday
(adjective) (noun) (verb) (direct object)
(indirect
object)
(prep.
phrase)
(prep.
phrase)
(prep.
phrase)

Semantics: Synonyms and Partial Synonyms
• Synonyms share extensive semantic overlap; they may be used
interchangeably, although words usually have slightly different
meaning.
Example: swamp marsh bog slough
• Many words have partial semantic overlap—they should not be
used as synonyms although they share some semantic features.
Example: glass mug cup bowl

Applied Semantics: Principles of Vocabulary
Instruction
• Select a few words important to the meaning of a passage
• Teach a few words in some depth; focus on words likely to be encountered
or used again.
• Teach word meanings in relation to other words:
• Denotation and connotation
• Elaborated definitions using a two-part format
• Synonyms and antonyms
• Classification
• Multiple meanings
• Comparisons to other terms through semantic feature analysis

What is Structured Literacy?
• Content includes all aspects of language:
• Phonological processing and phoneme awareness
• Phoneme-grapheme correspondences (phonics)
• Syllabification and morphology
• Automatic, fluent word recognition
• Word meanings, vocabulary
• Sentence comprehension and sentence formulation
• Language and text comprehension
•Instructional practices are explicit, systematic, cumulative

Teacher Knowledge Is Essential
• We can only teach well what we ourselves understand!
• Programs never tell us exactly what to say or do. We make
hundreds of judgments every day regarding
• Who needs what
• When, how, and how much they need
• What examples, explanations, and activities to use
• The intent of instruction is to develop language facility in
students, as well as knowledge and application of many specific
concepts.

Thank you!
• You can (and need to) be smarter than
your program!
• When we know better, we do better!
38

Special Offer
Save 20%
at brookespublishing.com*
Use code: EDWEBMOATS
Expires 12/20/20

Thank you for attending!
Louisa Moats, Ed.D.
President
Moats Associates Consulting, Inc.
Website: www.LouisaMoats.com
Learn more about Brookes Publishing at brookespublishing.com
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