Teaching Phonics in an Engaging Multi-Sensory Way 2016 Kansas MTSS Symposium

Susan Hall, EdD, 95 Percent Group Inc. - www.95percentgroup.com- Twitter: @susanhall_Edd Research on Why Learning Phonics and Orthographic Mapping is Important Source: David Kilpatrick’s book: Essentials of Assessing, Preventing, and Overcoming Reading Difficulties, (Wiley, 2015) 3 Levels of Reading Development (Kilpatrick, pgs 91-94)   

Level 1 – Letters and sounds – letter sounds and letter names Level 2 – Phonic decoding - combine letter-sound knowledge with phonological blending to sound out unfamiliar words Level 3 – Orthographic mapping – this skill helps readers efficiently expand their sight vocabulary so they can convert unfamiliar words to ones they read without decoding

Kilpatrick quotes on the importance of each level: 

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Phonological Awareness: o “Having familiar words and word parts in phonological long-term memory helps both phonic decoding and sight-word learning.” (pg. 87) o “The phonemes that make up the sounds of words in the phonological lexicon will act as anchoring points for remembering the spelling sequence of written words.” (pg. 87) Phonics: o “A growing amount of research suggests that for typically developing readers, phonics decoding may be the gateway to sight-word learning. By itself, phonics decoding is not capabale of producing a sight-word memory, yet it appears to provide the opportunity for such learning.” (pg. 95) o “In weak readers, phonics helps with identifying unfamiliar words, but doesn not necessarily promote instant word recognition. This is a significant problem because skilled readers primarily read by instand recognition based on a large sight vocabulary.” (pg. 41) Orthographic Mapping: o “Orthographic mapping is the process we use to store printed words in longterm memory.” o “Orthographic mapping proposes that we use the pronunciations of words that are already stored in long-term memory as the anchoring points for the orthographic sequences (letters) used to represent those pronunciations.” (pg. 97) o “Efficient orthographic mapping will only occur if the student has adequate phonemic awareness/analysis. If he cannot pull apart the sounds in words, he cannot align those sounds to the order of the letters.” (pg. 100)

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Teaching Phonics in an Engaging Multi-Sensory Way 2016 Kansas MTSS Symposium

Susan Hall, EdD, 95 Percent Group Inc. - www.95percentgroup.com- Twitter: @susanhall_Edd 7 Colors of Chips/Manipulatives to Map Patterns

While these are the colors that we use, choose any color for each sound type. Just stick with the colors to avoid confusion. We will practice instruction using phonics chips as manipulatives to teach the patterns, and how they are spelled. One example for oi/oy:

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Instruction to Promote Orthographic Mapping 

95 Percent Group’s Steps for Phoneme-Grapheme Mapping o Say the word o Fingerstretch the sounds o Count the sounds o Draw around the boxes o Pull down one sound at a time o Write the letter(s) below each sound box o Say the word

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