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The Importance of Morphology, Etymology, and Phonology

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3/16/19 OUTLINE Introduction •Goals Scientific Word Investigations: •Spelling exercise •Clarify some definitions The importance of •Intro to/review of the brain and learning Morphology, Etymology, and •What is Dyslexia? •Reading Development and Literacy Instruction Phonology •Important facts about spelling Jennifer Petrich, PhD GOALS OUTLINE Answer the following: •Language History and Evolution • What is OG? What is SWI? • What is the difference between phonics and •Scientific Investigation of the writing phonology? system • What does linguistics tell us about written • Important terms language? • What is reading and how are we teaching it? • What SWI is and is not • Why should we use the scientific method to • Scientific inquiry and its tools investigate written language? • Goal is understanding the writing system Defining Our Terms Defining Our Terms •Linguistics à lingu + ist + ic + s •Phonics à phone/ + ic + s • the study of languages • literacy instruction based on small part of speech research and psychological research •Phonology à phone/ + o + log(e) + y (phoneme) • the study of the psychology of spoken language •Phonemic Awareness • awareness of phonemes?? •Phonetics à phone/ + et(e) + ic + s (phone) • the study of the physiology of spoken language •Orthography à orth + o + graph + y • correct spelling •Morphology à morph + o + log(e) + y (morpheme) • the study of the form/structure of words •Orthographic phonology • The study of the connection between graphemes and phonemes 1 3/16/19 Defining Our Terms The Beautiful Brain •Phonemeà phone/ + eme • Psychological representation of speech units spelled by a grapheme and distinctive for meaning • Example: pæt/bæt vs hɪt/hɪtʰ •Grapheme à graph + eme • Psychological representation of writing units that spell a phoneme •Morphemeà morph + eme • Psychological representation of meaning units that make up words Brain Development Learning § Gray matter § White Matter • Learning by experience § Pruning/Connectivity • Use it or Lose it § “Use it or lose it” § Myelin • Neural networks • Multi-sensory instruction • Tactile/sensory • Kinesthetic/motor • Auditory • Visual Brain Areas Dyslexia Basics Motor Motor • Neurobiological Sensory Planning • Is NOT due to a hearing or vision problem Integration • NOT from Convergence Insufficiency EF skills Areas • NOT from CAPD • May include deficits in: • Phonological working memory • Phonological processing mot • Rapid naming • Orthographic processing • Often comorbid with ADHD, EF, sensory issues Visual Auditory 2 3/16/19 DUAL-Route model of DUAL-Route model of reading reading Important Facts about Spelling v The written language is not the spoken language written down Language History v The primary goal of written language is to represent meaning NOT the and Evolution pronunciation of the language (there’s always a reason) v Speech is thought made audible, Spelling is thought made visible v Spelling makes sense History of Spoken English Spoken vs. Written Language Speaking is how we get meaning from our brain into others’ brains via their ears. Writing is how we get meaning from our brain into others’ brains via their eyes. 3 3/16/19 History of Spoken English Renaissance à Now 1066 Battle of Hastings medicine 1476 Caxton brings the printing press to England Evolution of Language Spoken Language •Meaning •Amelioration/Pejoration •Pronunciation Scientific investigation of the Written Language writing system •History of Literacy •Scribes/Printing Press •Dictionaries Meaning, Structure, History “Sight” Words AND Phonology What does phonics/OG do? High Frequency Phonology is important, it’s just not the most important Dolch/Fry lists o Phonological Primacy/Phonics Don’t “play fair” o Homophone principle Memorize “Sight” Words o Why is there a <w> in <two>? Instead Schwa Function Words vs Content Words o Why do we spell [dɪfrənt] <different> and not Investigate Morphology, <difrent> Etymology and Phonology Teach schwa and do it accurately 4 3/16/19 Stress and Schwa Orthographic Phonology Phonemes are spelled by graphemes English is stress-timed Allophones: different phonetic realizations of the Schwa same phoneme • occurs ONLY in unstressed syllables /t/ • NOT /ʌ/ • IMPOSSIBLE to spell with phonology alone Production vs Perception top stop letter kitten action nature [th] [t] [ɾ] [ʔ] [ʃ] [tʃ] Zero allophone: <prints> <sign> <thing> What does it mean to “read”? What does it mean to “read”? Sound out/pronounce words?? Spoken syllables vs. written syllables •Reading aloud adds cognitive load •[`ækʃən] VS. <act + ion> •Focusing on sounding out can obscure •Which analysis is more meaningful?? meaningful structures •Why do we say it this way? VS. Why do we •Pronounce without gaining meaning spell it this way? •Making connections via Word Families Gain meaning from print?? • Gain meaning without pronouncing act active •Focusing on meaning, structure, and history helps acts action us understand spelling acted actually acting exact actor transaction Introductory Exercises Introductory Exercises Semantics Syllables Markers prints action à act + ion two/twin/twice/twenty/twelve/between/twilight rows animation à anime/ + ate + ion wring/writhe/wrought/wrinkle/wriggle/wrist mined tension à tense/ + ion knight/knee/kneel/knob/knuckle/knot acts musician à music + i + an Word Families Graphemes/Phonemes act actor cried/cry acts activist creature/create Zero allophones acted actually real/reality hymn/hymnal acting transaction finger sign/signal action reaction bomb/bombard active exactly mnemonic/amnesia 5 3/16/19 Scientific Inquiry Scientific Inquiry General Steps Written Language • Collect data/evidence • Investigate semantics (meaning) • Develop a hypothesis • Hypothesize about morphology (form/structure) • Test your hypothesis • Test your hypothesis using etymology (history and relatives) • Collect more data/evidence and refine your hypothesis as needed • Investigate orthographic phonology • Revise your hypothesis as needed Scientific Inquiry Scientific Inquiry Tools • New Perspective The four questions Not why do we say it that way, but why do § Q1: What does it mean? we SPELL it that way (no pronounce and guess) § Q2/3: How is it built? What are its history • The Four Questions Mean? Built? Relatives? Pronunciation? and relatives? • Word Sums à § Q4: What can we learn from its act + ion action pronunciation? • Matrices • Online Resources Scientific Inquiry Scientific Inquiry <sign> <sign> Q1: What does it mean? Q2: How is it built? noun 1 an object, quality, or event whose presence or occurrence <sign> is a base element indicates the probable presence or occurrence of something else 2 a gesture or action used to convey information or instructions 4 Mathematics the positiveness or negativeness of a quantity verb 1 [with object] write one's name on (a letter, card, or similar item) to identify oneself as the writer or sender 2 [no object] use gestures to convey information or instructions 6 3/16/19 Scientific Inquiry Scientific Inquiry <sign> <sign> Q3: What are its history and relatives? Q3: What are its history and relatives? sign (n.) sign (v.) early 13c., "gesture or motion of the hand," especially one c. 1300, "to make the sign of the cross," from Old French meant to communicate something, from Old French signe signier "to make a sign (to someone); to mark," from Latin "sign, mark," from Latin signum "identifying mark, token, signare "to set a mark upon, mark out, designate; mark indication, symbol; proof; military standard, ensign; a with a stamp; distinguish, adorn;" figuratively "to point signal, an omen; sign in the heavens, constellation," out, signify, indicate," from signum "identifying mark, according to Watkins, literally "standard that one follows," sign" (see sign (n.)). Sense of "to mark, stamp" is attested from PIE *sekw-no-, from root *sekw- (1) "to follow." from mid-14c.; that of "to affix one's name" is from late 15c. Meaning "to communicate by hand signs" is recorded from 1700. Related: Signed; signing. Scientific Inquiry Scientific Inquiry <sign> <sign> Q3: What are its history and relatives? Q4: What can we learn from its pronunciation? signs à sign + s <s i g n> <d e s i g n> signed à sign + ed [s ɑɪ n] [d ə z ɑɪ n] signing à sign + ing signal à sign + al <s i g n a l> signify à sign + i + fy [s ɪ g n ə l] design à de + sign designate à de + sign + ate <r e s i g n a t i o n> signature à sign + ate/ + ure [r ɛ z ə g n ɛi ʃ ə n] resignation à re + sign + ate/ + ion Scientific Inquiry Scientific Inquiry Other spellings to ponder § Why is there a <w> in <two>? § Why do we spell [dɪfrənt] <different> and not <difrent> § Why do we not replace the <e> at the end of <change> in <changeable>? 7 3/16/19 Resources: Investigation of Written Language Etymological Dictionary (Etymonline): https://www.etymonline.com/http:// Let’s Investigate! Word Searcher: www.neilramsden.co.uk/spelling/searcher/ Mini Matrix Maker: http://www.neilramsden.co.uk/spelling/matrix/temp/in dex.html Resources: Investigation of Resources: Investigation of Written Language Written Language Gina Cooke (LEX): Blogs: https://linguisteducatorexchange.com/lexinars/ http://barnettsbuzzingblog.edublogs.org/ Pete Bowers (WordWorksKingston): http://www.wordworkskingston.com/WordWorks/Hom http://rebeccaloveless.com/blog/ e.html https://languageinnerviews.com/ Real Spelling: http://www.realspelling.fr/ Dr. Petrich’s Info Email: [email protected] Facebook: https://www.facebook.com/LiteracyDr/ 8.
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