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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
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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
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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.
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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
o Why do we spell [dɪfrənt]
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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:
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.
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
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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
Q1: What does it mean? Q2: How is it built? noun 1 an object, quality, or event whose presence or occurrence
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Scientific Inquiry Scientific Inquiry
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
Q3: What are its history and relatives? Q4: What can we learn from its pronunciation? signs à sign + s signify à sign + i + fy [s ɪ g n ə l] design à de + sign designate à de + sign + ate
Scientific Inquiry Scientific Inquiry
Other spellings to ponder
§ Why is there a
§ Why do we spell [dɪfrənt]
§ Why do we not replace the
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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/
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