School
support:
 What
are phonological difficulties?
These are difficulties with recognising, processing and organising
the underlying sounds that we combine to make up the words we use.
They apply directly to the spoken word, but indirectly affect the
ability to read and spell.
Advice
for the classroom:
Background noise may be distracting, and a seat near the front
of class may help.
Be ready to repeat things – hearing is not a problem, but
absorbing and processing the information can be hard for the pupil.
Overlearning will be necessary, as this helps to develop automaticity.
You need to allow more time for this overlearning.
-
Effective Learning:
Seeing the word or combination of letters as well as hearing
them are important – this should be done at the same time.
Try to provide a lot of visual input.
It is important that phonic skills are learned in context,
using text passages as well as words – this helps language
experience and can improve reading fluency and meaning. Repetition
alone is not enough.
Try to avoid long lists of words which illustrate phonic structures
– a few will suffice.
Mnemonic aids and the use of cue pictures can help the pupil
remember letter combinations.
Literacy tuition and learning support should focus upon phonic
skills, rather than whole words, to begin with.
Language experience is important and this can be achieved through
listening and looking at the text at the same time.
Phonics teaching should be developed with short-term, achievable
targets.
The Letterland programmes can be useful, because they use pictograms
to represent sounds and words.
Use colour-coding and marks to indicate short or long sounds.
Make word slides from cardboard and allow him/her to experiment
with different onsets and rimes.
Nursery rhymes games: write a word on a piece of card with
the rhyming words missing. Ask him/her to fill in the missing
words. Place pictures of objects together and ask him/her to
decide whether they rhyme or not. Allow him/her to draw a picture
for the rhymes
-
Motivation and Self-esteem:
Reassure the pupil that lots of famous and successful people
have similar difficulties.
Let the pupil know you are aware of his/her difficulty, and
that you are sympathetic – but that you have high expectations.
Be specially generous with praise and cautious with criticism.
Praise can be a natural motivator as long as the child feels
the praise is genuine and deserved. It is important to let the
pupil know why he/she is being praised rather than just to provide
praise. In a behavioural reward system with extrinsic rewards
such as stickers or points, the child can easily see why he/she
is being praised. This can be an effective motivator, as long
as the rewards are meaningful and appropriate.
School
issues:
Ensure that all the pupil's teachers know about the difficulty
and understand its implications.
Consider requesting referral for speech therapy assessment if spoken
language is not clear or fully developed.
Consider assessment for auditory therapy, with subsequent auditory
training exercises (may be available through some Speech and Language
Therapy services, or arranged privately – it is unlikely to
be available through the school or education authority).
Books
& articles:
Adams, Marilyn Jager (1990) Beginning to Read: The New Phonics
in Context (Heinemann) – a precis of the classic text on reading,
Beginning to Read: Thinking and Learning about Print, which provides
a ready means of acquiring information on principles and practices
involved in reading and the reading debate.
The book provides perspectives on reading and describes the development
of reading skills in young readers. The last chapter provides pointers
in ‘predictors of reading acquisition’.
Aitken, Gillian (1997) Spotlight on Blends (Robinswood Press, Stourbridge)
– provides systematic practice of consonant blends with varied
tasks which help to promote phonological awareness by means of sound
blending. Detailed teaching notes and guidelines accompany the worksheets.
Hatcher, Peter (1994) Sound Linkage – An Integrated Programme
for Overcoming Reading Difficulties (Whurr) – contains ten
sections on developing phonological awareness, each giving a series
of focused activities on specific skills. The book opens with a
test of phonological awareness and the complete package is essentially
a self-contained programme on phonological awareness.
Hinson, Mike, and Smith, Pete (1997) Phonics and Phonic Resources
(NASEN) – contains a detailed list of resources for phonics.
Part 1 covers phonics assessment and teaching, while part 2 covers
phonic resources. There is also a checklist of resources which includes
brief descriptions of some reading programmes.
Kirtley, Clare (1996) Story Rhyme photocopy masters, series editor
Usha Goswami (Oxford University Press) – based on the Oxford
Reading Tree, these photocopy masters help to increase awareness
of rhymes and provide opportunities for writing rhymes and practising
the analogy strategy. Contains activities on word families, listening
activities, recognising, reading and writing activities.
Nash-Wortham, Mary (1993) Phonic Rhyme Time (Robinswood Press,
Stourbridge) – contains a collection of phonic rhymes which
the author suggests will help with speech and reading. It provides
an understanding of speech sounds and their creation, helped by
charts showing categories of phonic sounds and a phonic rhyme chart.
The book provides a collection of rhymes and analyses of the key
phonic aspects of the rhymes.
Reid, Gavin (2003) Dyslexia: A Practitioner’s Guide (Wiley, 3rd edition).
Reid, Gavin (2004) Dyslexia: A Complete Guide for Parents (Wiley).
Programmes,
Games and Software:
Crossbow Education (41 Sawpit Lane, Brocton, Stafford ST17 0TE;
tel: 01785 660902, website: www.crossboweducation.com
) specialise in games for children with difficulties in reading,
spelling and memory and produce game activities on literacy and
numeracy. These include Spingoes, an onset and rime spinner bingo
which comprises a total of 120 games using onset and rime; and Funics,
a practical handbook of activities to help children to recognise
and use rhyming words, blend and segment syllables, identify initial
phonemes and link sounds to symbols. Alphabet Lotto focuses on early
phonics, Bing-Bang-Bong and CVC Spring help develop competence in
short vowel sounds, and Deebees is a stick and circle board game
to deal with b/d confusion.
Other board games from Crossbow include ‘Magic-E’ Spinit
and Hotwords – a five-board set for teaching and reinforcing
‘h’ sounds such as ‘wh’, ‘sh’,
‘ch’, ‘th’, ‘ph’, ‘gh’
and silent ‘h’. Oh No is a times-table photocopiable
game book, and Tens n’ Units consists of spinning board games
to help children of all ages practise the basics of place value
in addition and subtraction.
Multi-Sensory Learning (Highgate House, Grooms’ Lane, Creaton,
Northants NN6 8NN; tel: 01536 399002) produce games and practical
activities, including homophone games designed to improve spelling
and recognition of 120 key words.
Multisensory Teaching System for Reading (MTSR) is a well-evaluated
programme. The programme was designed to promote phonological awareness,
ensure overlearning and to give time for review and attainment mastery.
It is based on cumulative, structured sequential multisensory delivery
with frequent small steps. The authors (Johnson, Philips and Peer
1999) conducted a research study into the use of the programme and
found, as well as the above, it also encourages independent learning
and improves self- esteem.
Phonic Code Cracker is a set of materials subdivided into twelve
units, each unit covering a different aspect of teaching literacy,
e.g. Unit 3 deals with initial and final consonant blends, Unit
5 deals with common word endings and Unit 9 deals with common silent
letters.
Phonic Code Cracker (Russell 1993, revised 2000) is a very comprehensive
and teacher friendly set of materials. The scheme has been devised
to provide intensive phonic practice for children who have been
having difficulty acquiring basic literacy skills. It has been successfully
used with children with specific reading difficulties in mainstream
primary and secondary schools.
Essentially the scheme consists of support material and can be
successfully used in combination with other schemes. Precision teaching
methods are used, but no timescale is recommended as the author
acknowledges that each child will have a different rate of learning.
Assessment of the pupil’s progress is measured through the
use of pupil record sheets. There are also fluency tests, time targets,
accompanying computer software and – very important for building
self-esteem – a mastery certificate which the child can retain
as a record of his/her achievement.
Phonological Awareness Training: A New Approach to Phonics –
developed by Jo Wilson (1993, Educational Psychology Publishing,
University College, London), this is a specific programme on a particular
aspect of literacy development – phonological awareness. The
programme complements other types of activities such as stories,
poems and rhymes which are beneficial to the development of phonological
awareness. The essential component is the use of analogies to help
children read and spell.
It is suggested that research shows that familiarity with onsets
and rimes is a necessary prerequisite to competence in phonics and
programmes utilising the principle of onsets and rimes can help
children learn to read. The programme consists of 25 worksheets,
reading lists, dictation sheets and ‘rime’ display sheets.
It can be used with an individual child or with a group and is suitable
for children of seven years and upwards.
Self-Assessment and Target Setting: can-do checklists for National
Curriculum levels 1-3 for Reading, Writing, Speaking and Listening,
by Fil Came (2001), available from Learning Works, 9 Barrow Close,
Marlborough, Wiltshire SN8 2YY; email: info@learning-works.org.uk;
website: www.learning-works.org.uk
Useful
addresses & websites:
Ann Arbor Publishers, PO Box 1, Belford, Northumberland NE70 7JX;
website: www.annarbor.co.uk,
provide a considerable amount of resources, most of which focus
directly on literacy skills. For example, in relation to written
expression, the Teaching Written Expression resource may be useful.
This programme offers a theoretical framework and a practical step-by-step
guide to developing sentences, constructing paragraphs, editing
and developing a ‘sense of audience’.
British Dyslexia Association (BDA), 98 London Road, Reading, Berkshire,
RG1 5AU; tel: 0118 966 2677; email: admin@bda-dyslexia.demon.co.uk;
website: www.bda-dyslexia.org.uk
Computer games can be useful, as some of these can help with processing
speed utilising both visual and auditory modalities – sources
include:
Becta (British Educational Communications and Technology Agency),
Milburn Hill Road, Science Park, Coventry CV4 7JJ; tel: 024 7641
6994; fax: 024 7641 1418;
email: becta@becta.org.uk;
website: www.becta.org.uk
KCS – Tools for the Computer Enabled, Freepost, Southampton
SO17 1YA; tel: 0123 80584314; fax: 0123 80584320; email: info@keytools.com
Becta (British Educational and Technology Agency), Milburn Hill
Road, Science Park, Coventry CV4 7JJ; tel: 024 7641 6994; fax: 024
7641 1418; email: becta@becta.org.uk
Xavier Educational Software Ltd, Psychology Department, University
College of Wales, Bangor, Gwynedd LL57 2DG; tel: 01248 382616; fax:
01248 382599; email: xavier@bangor.ac.uk);
website: www.xavier.bangor.ac.uk
Scottish Council for Educational Technology (SCET), 74 Victoria
Crescent Road, Glasgow G12 9JN; tel: 0141 337 5051.
Crick Software, website: www.cricksoft.com/uk
Crossbow Education, 41 Sawpit Lane, Brocton, Stafford ST17 0TE;
tel: 01785 660902; website: www.crossboweducation.com
– games for learning.
Dyslexia in Scotland, Stirling Business Centre, Wellgreen, Stirling
FK8 2DZ; tel: 01786 446650; website: www.dyslexia-in-scotland.org
Dyslexia Institute, Head Office and National Training and Resource
Centre, Park House, Wick Road, Egham, Surrey TW20 0HH; tel: 01784
222300; fax: 01784 222333; email: info@dyslexia-inst.org.uk;
website: www.dyslexia-inst.org.uk
Dyslexia Institute, 133 Gresham Road, Staines, Middlesex, TW18
2AJ; tel: 01784 463851; website: www.dyslexia-inst.org.uk
Dyslexia Research Trust, website: www.dyslexic.org.uk
– a detailed site giving current research, newsletter, conferences
and publications, upcoming talks and lectures.
Dyslexia UK charity, website: www.dyslexia.uk.com
– a knowledge site providing information and guidance on all
topics relating to dyslexia.
Easy Reader, 4 White Hart Street, Thetford IP24 1AD; tel/fax: 01842
760007; website: www.easyreader.org.uk
Fledglings, 6 Southfield, Ickleton, Saffron Waldon, CB10 1BE; tel:
0845 458 1124;
e-mail: enquiries@fledglings.org.uk;
website: www.fledglings.org.uk
– a free product and service search for families of children
with special needs, for educational items and developmental toys.
Helen Arkell Dyslexia Centre, Frensham, Farnham, Surrey GU10 3BW;
tel: 01252 792400; website: www.arkellcentre.org.uk
Hornsby International Dyslexia Centre, Wye Street, London, SW11
2HB; tel: 020 7223 1144; website: www.hornsby.co.uk
LDA, Duke Street, Wisbech, Cambs PE13 2AE; website: www.ldalearning.com
Multi-Sensory Learning, Highgate House, Grooms’ Lane, Creaton,
Northants NN6 8NN; tel: 01536 399002.
National Association of Special Educational Needs (NASEN), Nasen
House, 4-5 Amber Business Village, Amber Close, Amington, Tamworth
B77 4RP; tel: 01827 311500; fax: 01827 313005; email: welcome@nasen.org.uk
; website: www.nasen.org.uk
Office for Advice, Assistance, Support and Information on Special
Needs (OAASIS), Brock House, Grigg Lane, Brockenhurst, Hants SO42
7RE; helpline tel: 09068 633201,
website: www.oaasis.co.uk – an advice, training and
resource centre for parents and professionals.
Professional Association of Teachers of Students with Specific Learning Difficulties (Patoss), website: www.patoss-dyslexia.org
Read and Write Educational Supplies, Mount Pleasant, Mill Road,
Aldington, Ashford, Kent TN25 7AJ; tel/fax: 01233 720618, supply
specialised books, games and teaching aids for dyslexic pupils,
teachers and parents.
REM, Great Western House, Langport, Somerset TA10 9YU; tel: 01458
254750; fax: 01458 254751; website: www.r-e-m.co.uk
SEMERC software publishers, website: www.blackcatsoftware.com
SEN Marketing, 618 Leeds Road, Outwood, Wakefield, West Yorkshire
WF1 2LT; website: www.sen.uk.com
SpLD Resources, www.dyslexia.org.uk hosts a guide to the help available to parents of children with special needs – a useful compendium of information covering difficulties with reading and writing (dyslexia), numeracy (dyscalculia), handwriting (dyslexia), developmental coordination (dyspraxia), language impairment, autism and ‘attention deficit disorder’. Lists details of the national organisations that address a range of SEN needs, together with a list of books and pamphlets.
www.dyslexiaa2z.com
www.dyslexics.org.uk
– highly recommended coverage of things that can be done at
home
www.gavinreid.co.uk
– contains over 40 links and articles on dyslexia and details
of publications.
Xavier Educational Software, website: www.xavier.bangor.ac.uk
Home
support:
What
are phonological difficulties?
These are difficulties with recognising, processing and organising
the underlying sounds that we combine to make up the words we use.
They apply directly to the spoken word, but indirectly affect the
ability to read and spell.
How
will this affect my child?
Your child will probably find reading and/or spelling relatively
hard, and be discouraged by this. He/she may stumble over harder
words, mispronouncing them.
How
can I help?
Toe-by-Toe – this reading programme, and its sequel Stride
Ahead, both focus upon the underlying mechanics of reading and do
not require any specialist training. The Toe by Toe Multisensory
Manual for Teachers and Parents, by Keda Cowling, is available from
Toe by Toe, 8 Green Road, Baildon, W.Yorks BD17 5HL; tel: 01274
598807. It can readily be used by parents and the instructions are
very clear.
Any sound-based games will help the pupil – for example,
Spoonerisms, where the initial sounds in pairs of words are swapped
around (e.g. ‘pairs of words’ becomes ‘wairs of
pords’).
‘I spy’ games giving the initial sound of the item
to be found are good for developing phonological awareness –
these games can be played indoors and out.
Encourage any rhyming games or board games which involve singing
and rhyme.
The book 'Games to Improve Reading Levels', by Jim McNicholas and
Joe McEntree (1991) (NASEN), consists of 74 games focusing on sounds,
words and word-building exercises.
Bingo games using ‘word families’ – such as listening
for the sound ‘au’ as in ball and covering up the sound
on the pupil’s card – will be helpful.
Crossbow Education (41 Sawpit Lane, Brocton, Stafford ST17 0TE;
website: www.crossboweducation.com
) specialise in games for children with difficulties in reading,
spelling and memory and produce game activities on literacy, and
numeracy.
Computer games and pencil-and-paper games are among the resources
available from Read and Write Educational Supplies (Mount Pleasant,
Mill Road, Aldington, Ashford, Kent TN25 7AJ; tel/fax: 01233 720618),
who supply specialised books, games and teaching aids for dyslexic
pupils, teachers and parents.
Dyslexia: A Complete Guide for Parents by Gavin Reid (2004) (Wiley).
How to Teach Your Dyslexic Child to Read – A Proven Method
for Parents and Teachers, by Bernice Baumer (1996) (Birch Lane Press,
Carol Publishing Group), describes an intensive one-to-one teaching
programme which includes charts, graphs and lesson plans. It provides
detailed instructions on teaching phonics, spelling and syllables.
There are also examples of word lists and other exercises focusing
on initial consonants, vowels, blends and dipthongs.
Fledglings, 6 Southfield, Ickleton, Saffron Waldon, CB10 1BE; tel:
0845 458 1124; e-mail: enquiries@fledglings.org.uk;
website: www.fledglings.org.uk
– a free product and service search for families of children
with special needs, for educational items and developmental toys.
Office for Advice, Assistance, Support and Information on Special
Needs (OAASIS), Brock House, Grigg Lane, Brockenhurst, Hants SO42
7RE; helpline tel: 09068 633201,
website: www.oaasis.co.uk – an advice, training and
resource centre for parents and professionals.
SpLD Resources, www.dyslexia.org.uk hosts a guide to the help available to parents of children with special needs – a useful compendium of information covering difficulties with reading and writing (dyslexia), numeracy (dyscalculia), handwriting (dyslexia), developmental coordination (dyspraxia), language impairment, autism and ‘attention deficit disorder’. Lists details of the national organisations that address a range of SEN needs, together with a list of books and pamphlets.
Where
can I find out more?
www.bda-dyslexia.org.uk
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