Jamey Peavler Therese Rooney ©2019 M.A. Rooney Foundation 9333 N Meridian Street, Suite 150 Indianapolis, IN 46260 317.571.2960 marooneyfoundation.org TABLE OF CONTENTS READING SCIENCE ....................................................................................................... 1 Important Terms ....................................................................................................................... 1 Reading Data ............................................................................................................................. 2 Cognitive Model ........................................................................................................................ 3 Development of the Three Cognitive Model Branches ............................................................ 4 WHAT IS ORTON-GILLINGHAM (OG)? ......................................................................... 5 History of the Approach ............................................................................................................ 5 Key Characteristics .................................................................................................................... 6 LANGUAGE DEVELOPMENT ........................................................................................ 7 Important Terms ....................................................................................................................... 7 Early Language Development ................................................................................................... 8 Educational Impact of Oral Language ....................................................................................... 9 Four-Part Processing Model.................................................................................................... 10 Four-Part Processing Model of Word-Recognition ................................................................. 11 PHONOLOGY ............................................................................................................. 12 Phonological Processing ......................................................................................................... 13 Phonemic Awareness (PA) ...................................................................................................... 15 PA Sequence ........................................................................................................................... 18 PA Activities in Lesson Plans ................................................................................................... 21 Phonemic Awareness Drills ..................................................................................................... 23 PA Activities Not Included in MARF Lesson Plans ................................................................... 25 SPEECH SOUNDS ....................................................................................................... 26 Speech Production .................................................................................................................. 26 English Consonant Phoneme Chart ........................................................................................ 28 Spanish Consonant Phoneme Chart ....................................................................................... 29 English Vowel Phoneme Chart ................................................................................................ 30 Spanish Vowel Phoneme Chart ............................................................................................... 31 Visual Drill Mnemonic Devices ................................................................................................ 32 Auditory Drill Mnemonic Devices ........................................................................................... 33 ORTHOGRAPHY ......................................................................................................... 34 Important Terms ..................................................................................................................... 34 i Letter Recognition and Visual Processing ............................................................................... 35 Important Concepts about our Alphabet ............................................................................... 35 Progression of Mapping Speech to Print ................................................................................ 36 b-Checker and Orientation ..................................................................................................... 37 b-Checker ................................................................................................................................ 38 Preventing b d Confusion ........................................................................................................ 39 PICTURE DECK ........................................................................................................... 40 The Importance of Teaching Letter Names ............................................................................ 40 Objectives of OG Picture Deck ................................................................................................ 42 Using the Picture Deck ............................................................................................................ 42 Picture Deck Visual and Tactile Drill ....................................................................................... 43 Skywriting ................................................................................................................................ 44 Teach New—Picture deck ....................................................................................................... 45 Picture Deck Auditory Drill ...................................................................................................... 46 New Phonogram SRS ............................................................................................................... 48 HANDWRITING .......................................................................................................... 49 Importance of Handwriting .................................................................................................... 49 Effective Handwriting Instruction ........................................................................................... 49 Appropriate Tools ................................................................................................................... 50 Readiness ................................................................................................................................ 51 Scope and Sequence ............................................................................................................... 54 Instructional Groupings .......................................................................................................... 55 Instructional Procedures for Teaching a New Letter .............................................................. 56 Sample Formation Scripts ....................................................................................................... 58 PHONICS .................................................................................................................... 59 Important Terms ..................................................................................................................... 59 Word Origin ............................................................................................................................. 60 85% of English Words are Decodable ............................................................................... 61 Foundational Concepts: Vowels vs. Consonants .................................................................... 62 Why Teach? ....................................................................................................................... 62 How to Teach? .................................................................................................................. 62 First Grade+ Practice ......................................................................................................... 63 ii Vowel Graphics ................................................................................................................. 63 Kindergarten Practice ....................................................................................................... 64 Basic Vowel Rules .................................................................................................................... 65 When Is y a Vowel? ........................................................................................................... 65 How About w? ................................................................................................................... 65 Two Long u Sounds ........................................................................................................... 65 Silent e............................................................................................................................... 66 y Spelling /ē/ ..................................................................................................................... 66 i Before e ........................................................................................................................... 66 Basic Consonant Rules ...........................................................................................................