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LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACTLIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACTCopyright University of Reading

INGLISH ORTHOGRAFY MAIX SPELINGINTERESTING

Reading and Spelling Workshop Macquarie University

27th September 2017

Rhona Stainthorp1

Institute of Education

• Centre of Excellence in Cognition and its Disorders (CCD)

• Reading Clinic

• MUSEC (Macquarie University Special Education Centre)

• MURDR (Macquarie University Reading…….

• FRiLL (Forum for Research in Literacy and Language)

2

OUTLINE• Writing systems: orthographies

• English orthography

• Frameworks to guide teaching

• Simple View of Reading> Word reading processes

• Simple View of Writing> Word spelling processes

• Implications for teaching

• Implications for assessment3

4

WRITING SYSTEMS

WRITING SYSTEMS

• Writing systems have been created to represent language in visual form – leading to permanent records.

• This is at least as important a technological invention as the wheel.

• The solution to the problem of how to preserve language has not been unitary.

• Different systems are based on different units of representation. 5

MORPHEMIC LEVEL REPRESENTATION• Chinese:

• Characters represent language at the level of the word/concept>Characters do have phonetics

>Many characters are based on both a phonetic and a semantic radical

>Each character is unique

• Advantage of not being sound based:

• Effective communication across languages.

• Disadvantage:

• All characters have to be learned individually both for reading and writing

6

• Morpheme smallest unit of meaning of language that cannot be further subdivided.

• Some morphemes are words.

• These are free morphemes>e.g. <WORD> (can stand on its own) (single morpheme)

A monomorphemic word

• Some morphemes are ‘bound’ – they cannot stand on their own – they have to be “bound” to a free morpheme >e.g. -ING READ + ING; -S BOOK + S;

UN- RIPE; MIS MISSPELL

• Once a monomorphemic word is affixed with (a) bound morpheme(s) it becomes a multi/morphem/ic word.

7

MORPHEMIC LEVEL REPRESENTATION• Chinese:

• Characters represent language at the level of the word/concept>Characters do have a “phonetic”

>Many characters are based on both a phonetic and a semantic radical

>Each character is unique

• Advantage of not being sound based:

• Effective communication across languages.

• Disadvantage:

• All characters have to be learned individually both for reading and writing.

8

• Learning to read characters in China

• Based on number of strokes initially.

• Pinyin (sound spelling) is used to augment Character recognition when children are learning to read, but basically they have to learn the meaning of each character.

• There is no code to learn per se.

• Makes great demands on memory.

• Grade 6 children should know 2,500 characters.

• Grade 7-9 read 3,500 and write 3,000.9

SOUND BASED SYSTEMS

10

SYLLABIC LEVEL REPRESENTATION• Japanese

• Two systems:

• Kanji Chinese

• Hiragana Katakana syllabic

>Sound based – requires syllabic awareness.

Syllable vowel sound or consonant+vowel sound.

• Advantage of syllabary:

• Smaller set of symbols – 46 “letters”

• Sound is represented but only syllabic awareness needed.

11

• Japanese oral language is of the form

CV CVCV CVCVCV etc.

• Syllable (mora) representation is highly consistent both for reading and spelling.

• No Hiragana or Katakana “letters” are mirror images of each other.

12

PHONEMIC LEVEL REPRESENTATION

• Alphabetic writing systems:

• Roman Greek Cyrillic Arabic Hebrew Thai

• Sound based systems/codes where letters represent phonemes.

13

• Phoneme:

• a perceptually distinct unit of sound in a language that distinguishes one word from another.

• /k/ /æ/ /p/ /t/ /ɒ/ /n/ all different phonemes of English

• When sounded together they can stand for words:

• /kæp/ /kæt/ /kæn/ /tæn/ /tɒp/ /tɒt/ /pɒt/ */pɒn/

• CAP CAT CAN TAN TOP TOT POT *PON

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REGULAR TRANSPARENT ALPHABETIC SYSTEMS

• Turkish: 29 phonemes 29 letters.

• Very young system: 1928 Ataturk.

• Rational: Each letter represents a different phoneme uniquely and that phoneme is always represented by the same unique letter.

• Turkish is an agglutinative language.

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• Regular for reading and spelling.

• Anyone who has learned the letter-sound correspondences can identify any written word as long as they can synthesise the word from the phonemes: i.e. blend the phonemes together.

• However, spelling is more demanding than reading.

Babayigit & Stainthorp 2013

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OPAQUE IRREGULAR DEEP ALPHABETIC SYSTEMS

• English

• Very old writing system based on the Latin alphabet

• This was developed by the Romans in the 7thC BCE with 23 letters corresponding to 23 sounds: 6 vowels sounds and 17 consonants.

• Influenced by a number of different orthographies including Norse German French Dutch Latin Greek etc.

17

MODERN ENGLISH

• 26 letters

• 44 +/- phonemes

• 24 consonant phonemes & 21 consonant letters

• B C D F G H J K L M N P Q P R S T V W X Y Z

• 20 vowel phonemes & 5 vowel letters

• A E I O U plus Y

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CONSONANT PHONEMES

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/p/ pat /ʃ/ shop

/b/ bat /ʒ/ treasure

/t/ tat /tʃ/ chip

/d/ dog /dʒ/ jug

/k/ cat /m/ mat

/g/ goat /n/ not

/f/ fat /ŋ/ sing

/v/ vote /l/ log

/θ/ thumb /r/ rat

/ð/ they /j/ yellow

/s/ sat /w/ watch

/z/ zoo /h/ hello

VOWEL PHONEMES

Short monothongvowels

Long monothongvowels

Diphthong vowels

I sit i tree ei play

e wet ɜ girl əʊ go

æ cat ɑ: father ai sigh

ɒ plot ɔ saw aʊ now

ʌ duck u shoe ɔi boy

ʊ put Iə ear

ə banana ɛə air

ʊə pure 20

• Vowel phonemes present the greatest challenge.

• When reading:

• Single vowel letters represent vowel phonemes and they are reasonably consistent.

• But the majority of vowel phonemes are represented by 2 or 3 letter graphemes. > A grapheme is a group of letters that are parsed together to represent one

phoneme.

>Some of these are composed of vowel letters:

- AI EA OA OU EAU VCE >Some are composed of a vowel letter(s) plus a consonant letter(s)

- AL AR ER OW AIR EAR OUR EIGH21

rule

INCONSISTENCY

• One grapheme may stand for a number of different phonemes:

• SEW NEW

• SOUL FOUL SOUP

•BREAD BEAD GREAT-

- REACT

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CROSS LANGUAGE COMPARISONS

0

25

50

75

100

23(Seymour et al, 2003)

Percentage of word reading accuracy after one year of instruction

BUT

• Children need to be taught to read explicitly.

• It will take them longer to learn in English.

• Providing children with books to read is not teaching them to read – it is providing them with texts to practise what they have been taught – and hopefully giving them a rich diet of print.

• Previously they may not have been taught how to read words.

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A LITTLE MORE ON ORTHOGRAPHIES

25

Syllable

Granular size

Course

Fine

Word

TurkishPhoneme EnglishGerman

Chinese

Hiragana

Transparent Opaque

Degree of transparency

Wydell & Butterworth, 1999

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THE SIMPLE VIEW OF READING

CROSS LANGUAGE COMPARISONS

FRAMEWORKS FOR GUIDING TEACHING


28

•Reading Comprehension is the product of Word Decoding and Listening Comprehension.

•RC = D x LC

Reading comprehension

0,0,0

1,1,1

Hoover & Gough, 1990

Gough & Tunmer, 1986

Language comprehension

processes


processes

Visual word recognition processes


poor good

goo

d


po

or

Semantic lexicon

Phonological lexicon

Speech

Print

Abstract letter units

Orthographic lexicon

Grapheme –phoneme correspondence rules

Coltheart – too numerous to mention

SKILLED WORD READING THE DUAL ROUTE

Store of word meanings

Store of word pronunciations

Speech

Print

Letter identification

Store of sight vocabulary

Store and application of phonic rules

SKILLED WORD READING

Regular

DogChipFishHatCoinAmWentClock

Store of word meanings

Store of word pronunciations

Speech

Print

Letter identification

Store of sight vocabulary

Store and application of phonic rules

SKILLED WORD READING

Exception

TwoWasSaidIsSewGo HaveWatch

Nonwords

DegChupNishHanMoinAthWuntCruck

Regular

DogChipFishHatCoinAmWentClock

ENGLISH ORTHOGRAPHY ANDWORD READING

• Regular words can be read by both routes.

• Irregular/exception words can only be accurately read by the direct/ semantic route.

• Unknown words and nonwords can only be read by the phonological/ indirect route.

• GPCs are not just letter-sound correspondences but they include larger orthographic units.

33

• When word reading is skilled there is a reduction in the processing capacity needed for identifying the words– thus freeing up capacity for comprehension.

• Skilled word reading is evidenced by word reading accuracy AND word reading speed.

34

No

vice

rea

der

s Skilled read

ersTHE CHANGING BALANCE OF THE COGNITIVE DEMANDS OF WORD READING & LINGUISTIC COMPREHENSION

(Schematic representation of Katz et al., 2004)

TEACHING• Skilled reading involves using grapheme-phoneme

correspondences - therefore these need to be taught.

• If they are not taught the child has no means of working out a word identity other than by asking or guessing.

• Using GPCs paves the way to building up a stored sight vocabulary.

• This leads to independent word reading.

• The teaching environment needs to provide masses of exposure to print and multiple opportunities to read words multiple times. 36

TEACHING PHONICS

• Teaching phonics means teaching children to map the letters/graphemes onto phonemes and then to blend the resulting phonemes into words.

• This includes:

• teaching children to be explicitly aware of the phonemes – phonemic awareness;

• teaching them to recognise the individual letter shapes.

37

• This has to be done systematically so that all the regular GPCs are taught and learned.

• Children are being taught a skill that enables them to use what they have been taught in order to tackle any word.

• It is not possible to teach this successfully unless the teachers also have explicit phonemic awareness.

38

ADULT PHONEMIC AWARENESS

• The majority of adults do not have explicit phonemic awareness but they are implicitly phonemically aware.

• Teachers need to be supported to reinstate their phonemic awareness in order to teach phonics.

Stainthorp, 2004

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THEN THERE ARE THECOMMON EXCEPTION WORDS

• These need to be taught as “tricky” words that need to be recognised as whole units.

• Multiple exposure: many repeated readings.

40

INDEPENDENT WORD READING• The combination of systematic phonics teaching

and attention to common exception words gives children the necessary skills to read texts independently.

41

Stainthorp & Hughes, 1999, 2004

READING BEYOND THE WORD

• They need to be exposed to lots of easy, little books to feel confident that they are truly reading.

• Discussions about the text are essential – it isn’t just about the individual words.

42


processes


processes



poor good

goo

d


po

or

44

THE SIMPLE VIEW OF WRITING


45

Berninger et al., 2002

TRANSCRIPTION SKILLS

• Handwriting/Keyboarding and Spelling

• These have to be taught.

• Principles of motor learning have to be included in programmes of teaching.

46

WORD SPELLING

• Spelling is much more difficult than reading.

• The letter sequence has to be generated.

• Word reading is analogous to recognition.

• Word spelling is analogous to recall.

47

ADDRESSED AND ASSEMBLEDROUTES TO WORD SPELLING

48

Assembled

route

Addressed

route

Graham, 2014

PHONICS AND WORD SPELLING

• When reading children have to be able to blend the results of mapping the letter/graphemes onto phonemes and then blend to these into words.

• When spelling they have to be able to segment words into their component phonemes and then to map these onto letter/graphemes.

49

• Segmentation is more difficult than blending.

• It doesn’t just happen – children need to practise playing with segmenting words into component phonemes.

• Then they need to practise generating letter sequences to represent the relevant phonemes.

50

MORPHOLOGY AND SPELLING• English spelling is characterised as being

morphophonemic.

• All the sounds are represented (hence phonics to start with).

• But also meaning is represented through affixation.

• Interrogation of meaning elements and learning to represent “bound” morphemes supports spelling skills.

• And vocabulary expansion.51

PRE PHONICS TEACHING

W_s po_ a tippe ther w_s a egg a f__d and l__t__ cmoe and the egg c__t o__ and a d__g cmoe o__t he went to t__n e__d _d r__n a__a the d___g d__t c___mth__n th__n g__f the b__l to he th__n th__ p__d f__td__l

Once upon a time there was a egg a thunder and lightning came and the egg cracked open and a dragon came out he went to town everybody ran away the dragon didn’t chase them then they gave the ball to him then they played football

POST PHONICS TEACHING

54

My bear is called pinkyShe has gray igns and pink fir and kudlee and wightporc and soft porcI got pinky from AmrecaHer nous is veree hardShe has a pink riboonHer frafroot food is seelsHer frafroot culu[is]yellowWen its snowing she goes out to play in the snow

• Being able to use phonics for spelling gives children the confidence to write texts because they can read back what they have written –and they know that other people can also read their texts.

55

IMPACT OF PHONICS TEACHING ON WORD SPELLING

• Teachers in UK concerned about children’s spelling in Years 3-6.

• The perception is that exception word spelling is being adversely affected by phonics teaching.

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0

20

40

60

80

100

120

Spelling SS Regular words Irregular words Nonwords

Pre phonics Post phonics

TWO TYPES OF WORDS: SPELLING

Stainthorp, 1986; Stainthorp & Powell, 2013

* *

SPELLING AND TEXT WRITING

61

BOYS, GIRLS AND WRITING• Handwriting speed, spelling ability and

quality of texts in 244 Y4 – Y6 children.

Y4 Y5 Y6

Girls 40 44 39

Boys 42 42 37

• Handwriting speed • DASH Detailed Assessment of Speed of Handwriting

Barnett, Henderson, Scheib & Schulz (2007)

• Spelling• Single Word Spelling Test

Sacre and Masterson

• Text writing• Test of Written Language (TOWL)

(subscales 6, 7 & 8)

DASH MEAN STANDARD SCORES

95.0

100.0

105.0

110.0

115.0

Year 4 Year 5 Year 6

Boys Girls

Girls write faster than boys overall

COPY BEST

0.00

5.00

10.00

15.00

20.00

25.00

30.00

Year 4 B Year 5 B Year 6 B Year 4 F Year 5 F Year 6 F

wpm

Boys Girls

Boys and girls write at equal rates

COPY BEST

0.00

5.00

10.00

15.00

20.00

25.00

30.00

Year 4 B Year 5 B Year 6 B Year 4 F Year 5 F Year 6 F

wpm

Boys Girls

Girls overall faster

COPY FAST

FREE WRITING (RAW SCORES)

0.00

4.00

8.00

12.00

16.00

20.00


wpm

Boys Girls

Girls faster overall

MEAN SINGLE WORD SPELLING

100

105

110

115


Boys Girls

No gender effect

0

15

30

45

Year 4 Year 5 Year 6 Y4 (cd) Y5 (cd) Y6 (cd)

Boys Girls

TOWL - DASH

covariate

Girls > boys Y5 and Y6

TEST OF WRITTEN LANGUAGE (TOWL)(RS)

TOWL TOWL (DASH COVARIATE)

0

15

30

45

Year 4 Year 5 Year 6 Y4 (cd) Y5 (cd) Y6 (cd)

Boys Girls

Same effect but reduced

• Regression analysis showed that

• Handwriting speed and spelling accounted for 42% of variance in TOWL scores

• Both handwriting speed and spelling made significant unique contributions to the quality of the texts.

• DASH b = .27

• Spelling b = .38


72

Berninger et al., 2002

73

ASSESSMENT

WHAT IS THE ASSESSMENT FOR?

74

• Monitoring progress

• Objective check that performance is in line with expectations.

• Identifying pupils with difficulties

• All pupils

• Screening

• In depth assessment


processes


processes



poor good

goo

d


po

or

PHONICS SCREENER

• Regular words

• Nonwords

76

NATIONAL PHONICS SCREENING ENGLANDPERCENTAGE OF CHILDREN ACHIEVING CRITERION: 32 OUT OF 40

5869

74 77 8185 89 90 91

0

20

40

60

80

100

2012 2013 2014 2015 2016

Year 1 Year 277

WORD READING PROCESSES

• Regular words

• Exception/irregular words

• Nonwords

• Accuracy and Speed

78

COMPREHENSION

• Meaningful text.

• Questions to probe understanding.

• Literal comprehension

• Inferential comprehension

79

• Group testing for monitoring progress and identifying those children who are at risk for failing to achieve appropriate levels.

• Subsequent individual assessment for those children whose comprehension of texts is problematic.

• Comprehension of text vs comprehension of spoken language.

80

COMPREHENSION

82

MACQUARIE ONLINE TEST INTERFACE

WRITTEN LANGUAGE

• Spelling Punctuation and Grammar: SPAG

• Grammar Punctuation and Spelling!

• Handwriting speed.

• Test of Written Language (TOWL)

83

350

400

450

500

550

600

650

700

5th %ile 10th %ile 25th %ile 50th %ile 75th %ile 90th %ile 95th %ile

Germany Italy USA Canada New Zealand England Australia84

PIRLS 2011 (PROGRESS IN READING LITERACY)

SUMMING UP• We know that the English writing system is

alphabetic – but it is complex.

• Based on this:

• Children need to know about the letters of the alphabet.

• They need to be phonemically aware.

• They need to be taught the alphabetic code:

• GPCs and PGCs

• They need to be taught to blend phonemes into words. 85

• This gives them the skills for deciphering print and getting to the phonemic structure of words, and, through this to meaning.

• They also have a system for segmenting words into component phonemes that they can convert into graphemes and thereby write words down.

86

• Beyond monomorphemic words, the spelling of bound morphemes supports developing a wider vocabulary for reading and writing.

• Orthography, phonology and morphology interact.

87

88

Good teaching of phonics and beyond can turn children on to the excitement of words………

………and it all starts with words.

Ricketts, Nation, & Bishop, 2007; Stainthorp & Hughes, 2004

institute of education inglish orthografy maix … · •hiragana katakana syllabic ... with texts...

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