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Articulation Instruction: The Connection to Orthographic Mapping

Dawn M. Durham Educational Consultant, Teacher, Coach@DawnDurham0708

Developed by Dawn M. Durham

Simple View of Reading

Word Recognition

Language Comprehension

Reading ComprehensionX =

Developed by Dawn M. Durham

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Pre-Alphabetic

Incidental visual cues No P-G connections

Early Alphabetic

Partial phonemic awareness

Some P-G connections Little decoding ability

Consolidated

Decodes proficiently by sound, syllable, morpheme, whole word, families, and analogies

Later Alphabetic

Complete phoneme awareness

P-G correspondence Early sight-recognition

Ehri’s Phases of Word Reading Development

Developed by Dawn M. Durham

Stops

Nasals

Fricatives

Affricates

Glides

Liquids

Our Language System -

Consonants

/p/ /b/ /t/ /d/ /k/ /g/

/m/ /n/ /ng/

/f/ /v/ /th/ /th/ /s/ /z/ /sh/ /zh/ /h/

/ch/ /j/

/y/ /wh/ /w/

/l/ /r/

Developed by Dawn M. Durham

Voiced / unvoiced

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Our Language System -Vowels

Developed by Dawn M. Durham

Our Language

System

Developed by Dawn M. Durham

Clean, accurate representation of phonemes

Mayerson Academy OG Card Deck

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MirrorsExplicit Instruction in

Phoneme Articulation Mouth positions are tangible and can

be felt, viewed in a mirror, and analyzed by learners.Ehri, 2014

Developed by Dawn M. Durham

Explicit Instruction in

Phoneme Articulation

Developed by Dawn M. Durham

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Evidence of Effectiveness -Articulation Pictures

Boyer & Ehri, 2011Developed by Dawn M. Durham

Our Language

System

Developed by Dawn M. Durham

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Our Language

System

Developed by Dawn M. Durham

Our Language

System

Developed by Dawn M. Durham

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Working with your SLP to improve articulation for ALL students

Discuss any variations in a student’s pronunciation with your school’s SLP Consider asking the following:

What are normal/typical articulation variations for the age of the student’s in my classroom? How can I prompt or facilitate production for

children with typical development errors?Could the errors that I am seeing be influenced

by normal development, life experiences, and/or cultural linguistic variations?Are there any techniques (i.e., minimal

prompting, discrimination training) that I can build into my daily instruction to support everyone?

Developed by Dawn M. Durham

Working with your SLP to improve articulation for ALL students

Developed by Dawn M. Durham

Effectively Utilizing your Speech and Language Pathologist (SLP)

http://bit.ly/2SURyFr

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Our Language System - ELs

Developed by Dawn M. Durham

English Learners (ELs):

students’ native language may not include all of the English phonemes

identify those phonemes not present in the native language

provide direct, explicit instruction

Our Language System - ELs

Developed by Dawn M. Durham

1/15/2020

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What is our Goal?

proficient reading

read words accurately and automatically

sight word recognition

solid phoneme-grapheme correspondence

phoneme/articulation instruction

sound wall

Developed by Dawn M. Durham

A sound wall is set up according to the articulation of speech sounds.

Producing sounds moving from the front of your mouth to the back of the throat

Approaching things from a learner viewpoint rather than a teacher viewpoint

An anchor to teach letter – sound knowledge using articulatory gestures

Attaching phonemes to orthographic patterns This has everything to do with print

What Is a Sound Wall?

Developed by Dawn M. Durham

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Reading Acquisition and the Role of Articulation

We cannot forget…

Speech Print

Developed by Dawn M. Durham

Difference between

word wall and Sound Wall

Developed by Dawn M. Durham

Promotes guessing Print to Speech Contradicting Science No connection to

orthographic lexicon

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Sound Wall

Developed by Dawn M. Durham

Sound Wall

Developed by Dawn M. Durham

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Attending to articulation

Articulatory gestures help to concretizephonemes

Attention is focused on the various graphemesand patterns representing phonemes.

Providing access to and discussion around the various ways we spell words (orthography)

Purpose of Sound Wall

Developed by Dawn M. Durham

Sound Wall

Developed by Dawn M. Durham

“Decoding print is possible only if the

reader can map print to speech

efficiently; therefore, the elements of

speech must be clearly and consciously

identified in the reader’s mind.” - Louisa Moats

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Pre-Alphabetic

Incidental visual cues No P-G connections

Early Alphabetic

Partial phonemic awareness

Some P-G connections Little decoding ability

Consolidated

Decodes proficiently by sound, syllable, morpheme, whole word, families, and analogies

Later Alphabetic

Complete phoneme awareness

P-G correspondence Early sight-recognition

Ehri’s Phases of Word Reading Development

Developed by Dawn M. Durham

Need phonemic analysis – segmenting and blending along with manipulationNeed to know major phoneme-graphemecorrespondencesNeed to know syllabic sound-spelling patternsNeed to be able to read unfamiliar words on their own Self-teaching hypothesis (Share, 1995)

What Does It Take to Retain Words?

Phonological

Semantics

Orthographic

VWFA

Developed by Dawn M. Durham

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Sound Walls have Everything to do with Print

Sound Walls have everything to do with PRINT

Orthographic Mapping

spelling m a p GLUEphonemes /m/ /a/ /p/

Developed by Dawn M. Durham

“Learning letter names and their

corresponding sounds is essential

knowledge for beginning readers

because it is the basis of grapheme-

phoneme mapping which is essential

for sight word learning.”

- Miles & Ehri 2019Developed by Dawn M. Durham

Sound Walls have Everything to do with Print

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Sound Wall

Developed by Dawn M. Durham

Please feel free to reach out with any questions

Dawn M. Durhamwww.pattan.net

ddurham@pattan.net@DawnDurham0708

Podcast series available on IOS and Android devicesPaTTAN YouTube channel

Developed by Dawn M. Durham

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References

Developed by Dawn M. Durham

Adams, M. (1990). Beginning to read: Thinking and learning about print. Urbana-Champaign: The Reading Research and Education Center.

Boyer, N. & Ehri, L. (2011). Contribution of Phonemic Segmentation Instruction with Letters and Articulation Pictures to Word Reading and Spelling in Beginners. Scientific Studies of Reading, 15:5, 440-470.

Dahlgren, M. Sound Walls vs. Word Walls [webinar]. Retrieved from Webinar Web site: https://vsl.brainhoney.com

Ehri, L. (2014). Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning. Scientific Studies of Reading, 18, 5-21.

Kilpatrick, D.A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken, NJ: Wiley.

Miles & Ehri (2019). Orthographic Mapping Facilitates Sight Word Memory and Vocabulary Learning. In Kilpatrick, Joshi, & Wagner (Eds.) Reading Development and Difficulties (pp 63-82). Switzerland, Springer.

Moats (2019). Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties. Perspectives, 45(2), 9-18.