06
Mar 19

The Big Five: Phonics-Teaching Syllabication

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  Most of you would not think that syllabication would be a controversial topic, but it can be, so I tread carefully here. I actually witnessed first hand a heated discussion between the creator of a very successful Orton-Gillingham (O-G) based program and an Orton-Gillingham practitioner on this very topic. I should add the heat […]

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22
Feb 19

The Big Five: Teaching Syllable Types

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  Question: What is a syllable?  Answer: A syllable is a word, or a part of a word, with one vowel sound.    I thought it important to start this blog with the definition of a syllable that I use with my students. I even include a few actions with the definition to help them […]

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31
Jan 19

The Big Five: Phonics – Developing Orthographic Mapping

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    “Students are more likely to read words they have learned to spell than to spell words they have learned to read.” David Kilpatrick from his book ”Essentials of Assessing, Preventing and Overcoming Reading Difficulties.“   My previous blog dealt with explaining the process of orthographic mapping and how it works to turn unfamiliar […]

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28
Jan 19

The Big  Five: Phonics-Orthographic Mapping 

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  Orthographic mapping is now considered “the most current theory of how children form sight word representations” (Torgesen 2004b, p.36)    From David Kilpatrick’s book, “Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.”   In my previous blog, I described the importance of phonological blending and letter-sound knowledge to phonic decoding, or word identification. Today, […]

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06
Jan 19

The Big Five: Phonics-Phonic Decoding

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  The National Reading Panel report stated: “The process of decoding words never read before involves transforming graphemes (A grapheme refers to a letter or letters used to represent a single phoneme or sound) into phonemes and then blending the phonemes to form words with recognizable meanings. The PA (Phonological awareness) skill centrally involved in […]

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31
Dec 18

The Big Five: Phonics Teaching Letters and Sounds

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  “Cipher skills are not optional for developing skilled reading in an alphabet-based written language.”   To build this cipher knowledge, which is the ability to use the code of written English to decode and pronounce words, students need to be taught the code in an explicit and systematic manner. Ideally this should be taught […]

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