Phonological early reading intervention (peri) or

PHONOLOGICAL EARLY READING INSTRUCTION (PERI) or (Pre-ERIK strategies)
Acknowledgement: All content for this PL activity has been taken from Dr Munro’s resource:

Assessing & Teaching Phonological Knowledge – John Munro (1998), available online through ACER, $139.00 http://shop.acer.edu.au/acer-shop/group/ATP/2

PROGRAM OUTLINE

1. What is phonological knowledge?

2. Definitions

3. The Phonological knowledge Developmental Sequence

4. Phonological knowledge and learning to read

• 
  Pre-literate developments
  
• 
  Early letter-sound links
  
• 
  Alternative word recognition strategies
  
• 
  Recognising letter-groups and words
  

5. Assessing phonological knowledge (using a Developmental Sequence)

• 
  Resource: Assessing & Teaching Phonological Knowledge – Dr J Munro (1998)
  

6. Teaching phonological knowledge (and Pre-ERIK strategies)

THE PERI PROGRAM

1. What is Phonological Knowledge?

Phonological Knowledge is the foundation of our understanding of how spoken words translate into written words. Phonological Knowledge is what we know about the sound patterns in our words.

It includes being able to learn how to say an unfamiliar word (prosy, baft), being aware that words can share the same sound (‘house’, ‘crowd’, ‘bough’), knowing that sound blends (‘sl’ , ‘ed’) can be integrated with a word to create a longer sound sequence, and pronouncing ‘conservation’ and ‘conversation’ involves a manipulation (switching) of sounds.
We use our phonological knowledge in a range of ways.

We use it when we learn how to say new words – “on-o-mat-o-poe-ia”.

We use it to help us remember information for a short time - recalling a phone number (we say it over and over to ourselves, rather than trying to remember what it looked like.

We use it when we read - segmenting, blending, manipulating sounds, using analogy, and …

We use it when we spell. When we need to spell an unfamiliar word we may segment it into smaller sound groups before we start to write it.

2. Definitions

In order to clarify exactly what it is we are going to be teaching, we must distinguish between various terms.

Term	Definition	Example
Phonological knowledge	Our knowledge of the sound properties (or phonology) of our language.	How many sounds are there in these words? to two too
phonemic knowledge	Our knowledge of individual speech sounds or phonemes. (Having the knowledge, not just an awareness.) Phoneme – a single sound. In English they are typically represented by a group of more than one letter, called a digraph.	What sound is made by “g”? What sound is more likely to follow “ g”? “r” or “b”? Phoneme - “a”,” t”, “sh”, “ee”, “ai”
phonemic awareness	Our awareness of individual sounds. (A step on from this is phonemic knowledge.)	How well we can pick the difference between “m” and “n”, “map” and “nap” You are aware there is a difference.
phonetic knowledge	Our knowledge about saying single sounds with other sounds.	The sound “p” is affected by the other sounds around it. Say “pin” now say “spin” notice how the “p” is affected by the “s”. It sounds more like “sbin” than “spin”.
phonic knowledge	Our knowledge of letter-sound patterns; linking sounds with letters. The sound knowledge provides the coat-hanger for the orthographic knowledge.	sound knowledge (sounds) - “shun” orthographic knowledge (letters) - tion
Phonological recoding	The process by which we convert a written string of letters to match a sequence of sounds.	to two too 2 2 2 Phonological recoding = number of sounds
Orthographic knowledge	Patterns of letters used in written English to write words (symbols). Letter-cluster knowledge without the intervening sound knowledge.	Graphemes – the written individual letter _tion_ Digraph – two successive letters whose phonetic value is a single sound (a phoneme) - ai, sh, ee, ch…

3. The Phonological Knowledge Developmental Sequence

Phonological abilities are acquired over several years, from the preschool years to the 3^rd and 4^th grade levels (Lenchner, Gerber & Routh 1990 cited in Munro 1998). Some abilities are prerequisites to reading acquisition, others are learnt in parallel with gains in reading.

The following developmental sequence is derived from the investigations by Lenchner et al. (1990), Maclean et al. (1998), Vandervelden and Siegal (1995) and Yopp (1998), cited in Munro 1998.
You need to be familiar with this developmental sequence if you intend to assess, diagnose or implement teaching in the area of phonological knowledge.

1. 
   The development of phonological knowledge begins when children learn to communicate orally.
   

Children learn to:

• 
  imitate words and learn how to pronounce them (eg. ambilance, crinimal);
  
• 
  remember how words are pronounced;
  
• 
  remember brief statements (eg. ‘Want more cake’, ‘My dolly in car’)
  
• 
  remember the names of familiar objects, in both familiar and unfamiliar situations; and
  
• 
  remember the sequence of names, eg. Jack and Bethany (neighbours).
  

It should be noted that word pronunciation difficulties are not due exclusively to the development of phonological knowledge (eg. articulation difficulties…).

2. 
   Recognising sound patterns in words.
   

This may be referred to as implicit or ‘unconscious’ awareness of sound properties.

Children learn to:

• 
  recognise rhyming patterns and produce rhyming words (mat, cat, fat, …);
  
• 
  recognise alliteration* (“She sells sea shells by the sea shore…”);
  
• 
  learn songs and nursery rhymes; and
  
• 
  detect syllables in words by clapping (tapping…) for each syllable, and imitate a simple syllabic pattern (bow-wow, moo-moo, baa-baa).
  

* alliteration: repeating the same consonant sound at the beginning of two or more words in close succession. Eg. "Peter Piper picked a peck of pickled peppers …"

3. 
   Recognising syllables and individual sounds in words.
   

This may be referred to as explicit ‘conscious’ awareness of the sound properties.

Children learn to:

• 
  segment words into onset and rime, breaking words at the vowel (eg. segment ‘flip’ into ‘fl’ + ‘ip’, or ‘cat’ into ‘c’ + ‘at’);
  
• 
  strip the first sound away from words (eg. segment ‘stop’ into ‘s-top’);
  
• 
  isolate a sound within a word (eg. What is the last sound in cat?);
  
• 
  verbalise the syllables in 2, 3 and 4-syllable words (eg. segment ‘adventure’ into ‘ad-ven-ture’); and
  
• 
  segment 1-syllable words into individual phonemes (eg. segment ‘cat’ into ‘c-a-t’ and ‘stop’ into ‘s-t-o-p’).
  

3. 
   Combining or blending sounds into words.
   

Children learn to:

• 
  integrate onsets and rimes (eg. ‘st’ and ‘op’ into ‘stop’); and
  
• 
  integrate a string of sounds into a 1-syllable word (eg. ‘c-l-o-t’ to ‘clot’).
  

3. 
   Manipulating syllables in words (eg. “Which one sounds like a word you know - ‘pre / tend’ or
   ‘pr / etend’ ?”)
   

3. 
   Manipulating individual sound patterns in more complex ways.
   

Children learn to:

• 
  match sounds in two or more words (eg. Do ‘pat’ and ‘pin’ start with the same sound? Do ‘pig’ and ‘got’ end with the same sound?);
  
• 
  delete sounds from a word (eg. ‘What word is left if you take “m” out of “camp”?’);
  
• 
  recognise a specified sound (eg. ‘What sound do you hear in “plane” but not in “lane”?’);
  
• 
  substitute a consonant or vowel (eg. ‘Say “mate” but instead of “m” say “l”.’) ; and
  
• 
  categorise groups of sounds (eg. ‘Sort the vowels in words into long versus short vowels’.)
  

3. 
   Linking sound and letter information. That is, recoding letters and strings of letters to sounds and vice versa. This is referred to as phonological or phonic recoding.
   

* When we assess a child’s phonological and phonemic knowledge, we are attempting to locate the child on this developmental sequence.

4. Phonological Knowledge and learning to read

Repeatedly over the last few decades investigations have shown a relationship between children’s awareness of sound patterns in their speech and later reading and spelling ability.

In particular, children’s level of phonemic knowledge has an influence on their ability to learn to recognise written words automatically. The individual sounds and sound patterns that they can recognise in spoken words determine, in large measure, the written letter groups they can learn to recognise automatically. The maximum number of sounds that a child can process at one time provides an upper limit to the complexity of words the child can learn to read orthographically.
Phonological knowledge provides us with a foundation in three vital areas of learning.

1. 
   It helps us to understand the sound composition of words; it allows us to:
   
   1. 
      segment a spoken word into sounds (eg. ‘bed’ into ‘b’ ‘e’ ‘d’); and
      
   2. 
      combine or blend segments into a whole word (eg. ‘sh’ ‘o’ ‘p’ into ‘shop’).
      
2. 
   It helps us to retrieve the names of written words from our oral language word bank.
   
3. 
   It helps us to hold ideas in our short-term memory when we read or spell.
   

4.1 Pre-literate developments

The journey children make towards learning to read words begins through early communication. Prior to learning to read, children build and store: meanings; how words and word groups are said; and how they are used. From using these words and word groups (phrases), they learn to recognise individual words in speech and begin build up a bank of words. Each word is represented by how it is said and what it means. We can draw the knowledge that the children store about words, (see figure 1).

“cat”

visual image + meaning

“purrs, drinks milk, chase mice”

phonological semantic

knowledge knowledge

(the sound, how it is said) (what it means)

Figure 1. The sound and meaning forms of the word ‘cat’.

Difficulty learning to recognise separate words in speech may restrict building a word-meaning bank. Phonological knowledge allows children to learn how words are said. Most children do this relatively easily and with little practice. Those who have difficulty doing this may later have difficulties both in pronouncing words accurately and in recognising words. Inaccurate representations of spoken words may cause later word recognition difficulties, because the written word would not match the student’s spoken form. Many disabled readers have difficulty pronouncing accurately multi-syllabic words; they may juxtapose, omit or substitute individual sounds or syllables (eg. crinimal’ for ‘criminal’). It should be noted that word pronunciation difficulties are not due exclusively to the development of phonological knowledge.

4.2 Early letter-sound links

Children’s increasing awareness of sound patterns within words, shown through rhyming and alliteration type activities, allows them to use a repeated sound pattern to predict words in stories that use rhyming. Their ability to segment short spoken words into smaller sound groups for example, into onset and rime (such as ‘flip’ into ‘fl’ + ‘ip’) leads them to an awareness of single sounds that will be used later as a base for corresponding letters and letter clusters. An awareness of individual letters, particularly upper case, begin to appear in children’s attempts at writing at this stage. The ‘concept of a word’, ‘rhyming’ and ‘onset-rime segmentation’ are all powerful predictors of later reading ability. Not only do these gains improve word recognition but also reading comprehension.

4.3 Alternative word recognition strategies (Beginning to read)

To read written words, children need to link written words with how they are said. To link them, that is, to match the letters and the sounds, children need to break the spoken word into individual sounds. This ability is critical in the early stages of learning to read words.

When first learning to read words, young readers use a range of different strategies (Freebody & Byrne 1988; Stuart & Coltheart 1988, cited in Munro 1998), some of which are more useful than others. These include:

• 
  selecting and memorising distinctive visual features of words and the context in which they are used and linking these with how they hear the word said (Seymour & MacGregor, cited in Munro 1998).
  
• 
  converting systematically each letter in a word to a sound and then blending the sounds.
  
• 
  using part of the letter-sound information rather than sounding out the whole word, letter-by-letter (eg. Converting the first few letters of a word to sounds and using contextual information; and
  
• 
  using a combination of these strategies.
  

Of these strategies, using distinctive visual features is least effective in the long term (Frith 1985; Freebody & Byrne 1988, cited in Munro 1998). While recoding written words into sounds is slower and demands more attention.

How do you gradually learn to read words? The following developmental trend is taken from Munro (1996).

Link spoken and written words using individual letters. Strategies: • select and memorise distinctive visual features of words • select and memorise distinctive visual features of words and context • convert each letter in a word to a sound and then blend.	phonemic knowledge; segment and blend	recall rapidly the sound of each letter (RAN).
Recognise letter-groups: students learn to recode letter cluster as a sound patterns progressively and then blend the sounds	use phonemic knowledge automatically; segment + blend simultaneously	make analogies between words; use shared letter group to transfer sounds
Read words directly. Read unfamiliar 1-syllable words automatically	manipulate the stress patterns of multi syllabic words	use functional letter clusters in words, eg., ‘ed’, ‘micro’
Reading unfamiliar words of two or more syllables by combining segments of 1 syllable words

4.4 Recognising letter-groups and words

As children continue to read, build up their knowledge of sound patterns in spoken words and recode systematically written words, they learn to recognise letter clusters rather than individual letters. This increases their word recognition efficiency. As an example of what is meant here, consider two children A and B reading the word ‘spent’ by recoding. Child A has built the ‘sp’ and ‘ent’ letter cluster units while Child B has the separate units ‘s’ ‘p’ ‘e’ ‘n’ and ‘t’. To read ‘spent’,

Child A needs to handle two pieces of information, while Child B needs to handle five. Child A can also recognise the clusters ‘sp’ and ‘ent’ in other words.
Readers learn these letter clusters by linking their written and sound forms (Barron 1986; Ehri 1987; Jorm et al. 1984, cited in Munro 1998). The letter clusters learnt first are those for which children already have the sound patterns (Treiman 1985, cited in Munro 1998).
Children who don’t learn the sound patterns are less likely to learn the letter clusters. Phonemic segmentation span is a measure of the longest spoken words children can segment accurately into separate sounds. For any child this span provides an estimate of the longest words (particularly for regular short-vowel words that have a 1:1 letter-sound mapping) that children can learn automatically. This strategy applies orthographic knowledge and is used progressively with more complex words, it does not develop all at once. Therefore, a child may read some words automatically and others by segmentation and letter or letter-group sound recoding.

5. Assessing Phonological Knowledge

5.1 When would you use this assessment profile?

You can use this profile when you have queries about whether a child:

• 
  is ‘phonologically ready’ to learn particular aspects of reading and spelling
  
• 
  has a reading difficulty that may be due to restricted phonological knowledge and therefore requires remediation in that area.
  

5.2 Assessing Phonological Knowledge with a Developmental Sequence

The assessment profile consists of the following five major tasks that cover the span of phonological development relevant to early literacy development.

The five tasks are as follows:
Task 1 Acquiring implicit awareness of sound patterns in words

1. 
   Recognise rhyming words
   
2. 
   Produce rhyming words
   
3. 
   Recognise rhyming words in prose
   
4. 
   Produce rhyming words in prose
   
5. 
   Recognise words that alliterate
   

This task is prerequisite knowledge for Task 2.
Task 2 Segmenting words into sounds

To store how words are written, readers need the corresponding sound knowledge. They derive this sound knowledge by segmenting spoken words into smaller units.

1. 
   Segment words into onset and rime
   
2. 
   Identify the first sound
   
3. 
   Identify the last sound
   
4. 
   Segment words into syllables
   
   1. 
      Saying each syllable in order
      
   2. 
      Syllabic clapping
      
5. 
   Segment words into individual sounds *
   
   1. 
      Saying each sound in order
      
   2. 
      Tapping for each sound
      
   3. 
      Counting the sounds
      

Task 3 Sound Blending

Sound blending develops in parallel with Task 2 (it is the reverse of Task 2).

1. 
   Blend onset-rime to make a word
   
2. 
   Blend a sequence of sounds *
   

Task 4 Manipulating sounds within words

After converting written letter clusters to sounds, readers frequently need to manipulate the sound patterns in various ways; they need to manipulate the sound sequence to match it with spoken words that they know.

1. 
   Delete a sound from a word
   
2. 
   Substitute one sound for another
   
3. 
   Segment multi-syllabic words into sounds
   

Task 5 Phonemic recoding: bridging to written words

To convert a letter string to a sound sequence, reader need to use an alphabetic (phonic) strategy, converting letters to sounds and then blending with unfamiliar letter strings.

1. 
   Say and name individual letters
   
2. 
   Say letter clusters
   
3. 
   Say groups of letter clusters
   

The five tasks cover the two methods used to assess phonemic awareness (Lenchner et al. 1990; Yopp, 1988, cited in Munro 1998)

* Normally, phonological readiness is assessed in the first three years of schooling. For older students experiencing reading difficulties, where you suspect that their lack of phonological knowledge may account for these difficulties, the assessment profile can be used to examine the extent to which they have acquired the necessary phonological knowledge. In this case, begin with Tasks 2.5 and 3.2. Depending on the student’s performance on these tasks, you can work backwards or forwards along the assessment profile to determine the student’s current level of proficiency.
The test (pages 35 – 70)

See PowerPoint (slides 70 – 81) for examples of test tasks.

Once you have determined a student’s level of phonological knowledge, you may decide to implement teaching activities. A set of follow-up teaching activities is provided for each of the skill areas assessed.
When you are assessing a student’s phonological knowledge there are two questions you need to answer.

1. 
   What phonological knowledge can the student show, both by investing attention and automatically?
   
2. 
   What are the longest words (in sounds) to which the student can apply each phonemic awareness ability?
   

Is the task being performed automatically?

The more attention a student needs to put into doing any phonological knowledge task, the less the student can use his/her knowledge when learning related aspects of reading, because there are competing demands for attention.

What is the extent of the student’s phonological ability?

Some students can apply phonological ability to shorter words (consisting of 3 or 4 sounds) but not to longer words. The tasks used here allow you to examine how well the student can apply each ability to words of increasing sound length.

6. Teaching Phonological Knowledge

Many students display reading disabilities because their phonological knowledge restricts their ability to learn written word patterns. For these students, a necessary area of teaching is phonological knowledge. This teaching provides the foundations necessary for increasing their written word knowledge.

The teaching activities have been designed to be carried out with small groups, on a one-to-one basis or in a classroom situation.
Note: Teaching activities for Task 5 are not extensive because these are seen as belonging in the area of teaching children letter-sound correspondence, and so not within the scope of teaching phonological knowledge.
TEACHING ACTIVITIES (pages 74 – 106)
Task 1 Acquiring implicit awareness of sound patterns in words

1. 
   Recognise rhyming words
   
2. 
   Produce rhyming words
   
3. 
   Recognise rhyming words in prose
   
4. 
   Produce rhyming words in prose
   
5. 
   Recognise words that alliterate
   

This task is prerequisite knowledge for Task 2.
Task 2 Segmenting words into sounds

To store how words are written, readers need the corresponding sound knowledge. They derive this sound knowledge by segmenting spoken words into smaller units.

1. 
   Segment words into onset and rime
   
2. 
   Identify the first sound
   
3. 
   Identify the last sound
   
4. 
   Segment words into syllables
   
   1. 
      Saying each syllable in order
      
   2. 
      Syllabic clapping
      
5. 
   Segment words into individual sounds *
   
   1. 
      Saying each sound in order
      
   2. 
      Tapping for each sound
      
   3. 
      Counting the sounds
      

Task 3 Sound Blending

Sound blending develops in parallel with Task 2 (it is the reverse of Task 2).

1. 
   Blend onset-rime to make a word
   
2. 
   Blend a sequence of sounds *
   

Task 4 Manipulating sounds within words

After converting written letter clusters to sounds, readers frequently need to manipulate the sound patterns in various ways; they need to manipulate the sound sequence to match it with spoken words that they know.

1. 
   Delete a sound from a word
   
2. 
   Substitute one sound for another
   
3. 
   Segment multi-syllabic words into sounds
   

Task 5 Phonemic recoding: bridging to written words

To convert a letter string to a sound sequence, reader need to use an alphabetic (phonic) strategy, converting letters to sounds and then blending with unfamiliar letter strings.

1. 
   Say and name individual letters
   
2. 
   Say letter clusters
   
3. 
   Say groups of letter clusters
   

ALTERNATIVE TEST

• 
  SPAT-R (Sutherland Phonological Awareness Test-Revised) – Dr R Neilsen (2005)
  

This could be used for post-testing to ensure an independent measure of improved outcomes in Phonological Awareness.
Developmental sequence in phonological knowledge (7 levels)

1	Begin phonological development by learning to speak, learning how to say words	• imitate and learn how to pronounce words • remember how words are pronounced • remember the names of objects, events and sequences of names in order.
2	Recognise sound patterns in words	rhyming, alliterating in songs and nursery rhymes.
3a	Recognise implicitly single sounds in words	• segment words into onset and rime, eg, "flip" into "fl"+"ip" • strip first sound away from words, eg, strip 's' from “stop” = “top”
3b	Recognise explicitly single sounds in words	• segment a syllable or words into sounds, eg, "cat" into "c-a-t" • blend string of sounds into 1-syllable word, eg, "c-l-o-t" to "clot" • select word with a sound, eg, "Tell me a word that starts with b." • isolate a sound in a word, eg., "What is the last sound in cat?"
4	Blend sounds	combine sound segments into a whole word
5	Learn syllabic structure of multi-syllabic words	manipulation of syllables, eg. "se / cret"
6	Manipulate sounds in more complex ways	• classify sounds, eg, vowels in into long versus short categories, • match sounds in 2 or more words eg., "Do pat and pin start with the same sound?" • delete sounds from word, eg, "What would be left if you take /m/ out of camp?" • recognise a specified sound, eg, "What sound do you hear in camp but not in cat?" • swap for consonant or vowel, eg, "Say ' mate' but instead of m say l".
7	Linking sound and letter information.	recoding letters and strings of letters to sounds and vice versa. This is referred to as phonological or phonic recoding.

Taken from John Munro’s lecture notes: Literacy Intervention Strategies

Developmental sequence in learning to read words:

Linking spoken and written words	Alternative word reading strategies young students use: select and memorise distinctive visual features of words and their context convert each letter in a word to a sound and then blend. use first (few) letters of a word with contextual information. Using distinctive visual features is least effective. Sound recoding is slower and demands more attention. Direct teaching of letter-sound matches does not help.
Recognising letter-groups and words	Students learn to recode a letter cluster as a sound pattern. They need to: know the sounds that match the letter cluster (phonological knowledge) recall the sound of each letter fast enough so that they can blend them and link with the letter pattern. Doing this rapidly is called rapid automatised naming' (RAN). Naming-speed affects orthographic skill. Orthographic knowledge develops gradually; some words are read automatically and others recoded
Reading words directly	Students develop an orthographic learning capacity: two processes phonemic recoding; progressively recode and blend letters and sounds; use phonemic knowledge automatically make analogies between words; note letter group similarities between two words and move the sounds from one word to other. Child can read train and uses this to read plain and gain
Reading words of two or more syllables	Students develop representations of 2-, 3- … words by combining segments of 1 syllable words. This involves learning to manipulate the stress patterns of multi syllabic words recognise functional letter clusters in words, for example, ‘ed’, ‘micro’ recognise smaller written words, stems in longer words.

Taken from John Munro’s lecture notes: Literacy Intervention Strategies John Munro (1996)

What to teach

Assessment task not mastered adequately (did not achieve the maximum score)	Relevant teaching activity
Task 1 Acquiring implicit awareness of sound patterns in words
Recognise rhyming words	Teaching activity 1.1
1.2 Produce rhyming words	Teaching activity 1.1, followed by 1.2
1.3 Recognise rhyming words in prose	Teaching activity 1.3
Produce rhyming words in prose	Teaching activity 1.2, followed by 1.4
Recognise words that alliterate	Teaching activity 1.5
Task 2 Segmenting words into sounds
2.1 Segment words into onset & rime	Teaching activity 2.1
2.2 Identify the first sound	Teaching activity 2.2
2.3 Identify the last sound	Teaching activity 2.3
2.4 Segment words into syllables
2.4.1 Say each syllable in order	Teaching activity 2.4.1
2.4.2 Syllabic clapping	Teaching activity 2.4.2
2.5 Segment words into individual sounds
2.5.1 Saying each sound in order	Teaching activity 2.5.1
2.5.2 Tapping for each sound	Teaching activity 2.5.2
2.5.3 Counting the sounds	Teaching activity 2.5.3
Task 3 Sound Blending
3.1 Blend onset-rime to make a word	Teaching activity 3.1
3.2 Blend a sequence of sounds	Teaching activity 3.2
Task 4 Manipulating sounds within words
Delete a sound from a word	Teaching activities 4.1 & 4.2 after mastering 2.5.1, segmenting words of that length into sounds.
Substitute one sound for another
Segment multi-syllabic words into sounds	Teaching activity 4.3
Task 5 Phonemic recoding: written word
Say and name individual letters	Teaching activity 5.1
Say letter clusters	Teaching activity 5.2
Say groups of letter clusters	Teaching activity 5.3