Details

Sound Linkage


Sound Linkage

An Integrated Programme for Overcoming Reading Difficulties
3. Aufl.

von: Peter J. Hatcher, Fiona J. Duff, Charles Hulme

53,99 €

Verlag: Wiley-Blackwell
Format: EPUB
Veröffentl.: 25.02.2014
ISBN/EAN: 9781118510162
Sprache: englisch
Anzahl Seiten: 200

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Beschreibungen

<p>The updated edition of this successful resource has been developed to support children with reading delays and dyslexia. It contains a phonological training programme, an explanation of how this programme can be embedded within a broader reading intervention, a standardized test of phonological awareness and a methodology to grade children’s reading books.</p> <ul> <li>This third edition has been revised throughout to include the latest developments in the field</li> <li>These resources have been used with a wide range of children and found to be suitable for use with any reading-delayed children, irrespective of cognitive ability and age</li> <li>All activities are accompanied by a set of photocopiable record sheets, a set of pictures, and an appendix of additional activities useful in helping children master a particular skill or to reinforce existing learning</li> <li>The ten sections of activities within the guide include: identification of words and syllables; identification and supply of rhyming words; identification and discrimination of phonemes; and blending, segmentation, deletion, substitution and transposition of phonemes within words.</li> </ul>
<p><i>Acknowledgements x</i></p> <p><i>Foreword xi</i></p> <p><i>About the companion website xii</i></p> <p><b>Introduction 1</b></p> <p><b>Test of phonological awareness 3</b></p> <p><b>Programme administration 10</b></p> <p>Phonological training activities 10</p> <p>Phonological linkage activities 12</p> <p><b>Section 1: Identification of words as units within sentences 15</b></p> <p>Activity 1: Introduction to the concepts of 'beginning', 'middle' and 'end' 16</p> <p>Activity 2: Comprehension of the concepts of 'beginning', 'middle' and 'end' in sentences 16</p> <p>Activity 3: Transferring the concepts of 'beginning', 'middle' and 'end' to an aural activity 17</p> <p>Activity 4: Production of initial, final and medial words in sentences of two to four words 18</p> <p>Activity 5: Matching counters to words in sentences of two to five words 19</p> <p><b>Section 2: Identification and manipulation of syllables 21</b></p> <p>Activity 1: Introduction to syllabic rhythm in poems (A) 22</p> <p>Activity 2: Introduction to syllabic rhythm in poems (B) 23</p> <p>Activity 3: Syllable blending (two to four syllables) 24</p> <p>Activity 4: Introduction to syllable segmentation 25</p> <p>Activity 5: Segmentation of words into syllables (two to four) 26</p> <p>Activity 6: Syllable counting in words of two to four syllables 27</p> <p>Activity 7: Syllable deletion 28</p> <p><b>Section 3: Identification and supply of rhyming words 29</b></p> <p>Activity 1: Introduction to rhyme 30</p> <p>Activity 2: Discrimination of pairs of rhyming and non-rhyming words 31</p> <p>Activity 3: Supplying rhymes (A) 31</p> <p>Activity 4: Supplying rhymes (B) 32</p> <p>Activity 5: Supplying rhymes (C) 33</p> <p>Activity 6: Rhyme supply (riddles) 35</p> <p>Activity 7: Discrimination of one of three words that rhymes with a target word 36</p> <p><b>Section 4: Identification and discrimination of phonemes 37</b></p> <p>Activity 1: Introduction to 'saying a word slowly' 38</p> <p>Activity 2: Picture sound association (initial sounds of words) 38</p> <p>Activity 3: Word pair discrimination 39</p> <p>Activity 4: Identification of initial sounds in words 40</p> <p>Activity 5: Identification of final sounds in words 42</p> <p>Activity 6: Identification of medial sounds in words 44</p> <p>Activity 7: Discrimination of two of three words with the same initial sound 46</p> <p>Activity 8: Introduction to the concept of 'same end' sound 47</p> <p>Activity 9: Discrimination of two of three words with the same final sound 48</p> <p>Activity 10: Discrimination of two of three words with the same medial sound 48</p> <p>Activity 11: Discrimination of word pairs with the same initial sound 49</p> <p>Activity 12: Discrimination of word pairs with the same final sound 50</p> <p>Activity 13: Discrimination of word pairs with the same medial sound 51</p> <p>Activity 14: Discrimination of one of three words with the same initial sound as a target word 51</p> <p>Activity 15: Discrimination of one of four words with a different initial sound 52</p> <p>Activity 16: Discrimination of one of three words with the same final sound as a target word 54</p> <p>Activity 17: Discrimination of one of four words with a different final sound 55</p> <p><b>Section 5: Phoneme blending 57</b></p> <p>Activity 1: Production of words from two to four sounds 58</p> <p>Activity 2: Production of words from two sounds 59</p> <p>Activity 3: Production of words from three sounds 59</p> <p>Activity 4: Production of words from four sounds 60</p> <p>Activity 5: Production of words from five sounds 61</p> <p>Activity 6: Sound linkage: Blending of two sounds 62</p> <p>Activity 7: Sound linkage: Blending of three sounds 63</p> <p>Activity 8: Sound linkage: Blending of four sounds (initial blends) 64</p> <p>Activity 9: Sound linkage: Blending of four sounds (final blends) 66</p> <p><b>Section 6: Phoneme segmentation 69</b></p> <p>Activity 1: Production of the initial sound of target words 70</p> <p>Activity 2: Production of the final sound of target words 70</p> <p>Activity 3: Production of the medial sound of target words 71</p> <p>Activity 4: Introduction to the concept of breaking up a word into sounds 72</p> <p>Activity 5: Introduction to segmenting a word while pushing counters into boxes 73</p> <p>Activity 6: Phoneme counting with two to four counters (A) 74</p> <p>Activity 7: Phoneme counting with two to four counters (B) 75</p> <p>Activity 8: Segmenting words into sounds 75</p> <p>Activity 9: Sound linkage: Discrimination of two of three words with the same initial 'sound' 76</p> <p>Activity 10: Sound linkage: Discrimination of two of three words with the same final 'sound' 77</p> <p>Activity 11: Sound linkage: Discrimination of two of three words with the same medial 'sound' 79</p> <p><b>Section 7: Phoneme deletion 81</b></p> <p>Activity 1: Introduction to the concepts of 'missing from' and 'without' 82</p> <p>Activity 2: Introduction to the concepts of 'taken away' and 'left' in relation to sounds in words 83</p> <p>Activity 3: Specification of the initial sound deleted from a word 85</p> <p>Activity 4: Specification of the final sound deleted from a word 85</p> <p>Activity 5: Specification of a medial sound that has been deleted from a word 86</p> <p>Activity 6: Deletion of the initial sound of a word to produce another word (A) 87</p> <p>Activity 7: Deletion of the initial sound of a word to produce another word (B) 88</p> <p>Activity 8: Deletion of the final sound of a word to produce another word 89</p> <p>Activity 9: Deletion of the medial sound of a word to produce another word 89</p> <p>Activity 10: Sound linkage: Discrimination of a word produced by deleting the initial sound from a stimulus word 90</p> <p>Activity 11: Sound linkage: Discrimination of a word produced by deleting the final sound from a stimulus word 92</p> <p><b>Section 8: Phoneme substitution 95</b></p> <p>Activity 1: Introduction to the concept of changing the beginning item of a sequence 96</p> <p>Activity 2: Revision of the concept of 'first sound in a word' 96</p> <p>Activity 3: Changing the initial sound of a word 97</p> <p>Activity 4: Phoneme substitution (initial sound) 98</p> <p>Activity 5: Phoneme substitution (final sound) 98</p> <p>Activity 6: Phoneme substitution (medial sound) 99</p> <p>Activity 7: Sound linkage: Substitution of initial letters/phonemes in words 100</p> <p>Activity 8: Sound linkage: Substitution of final letters/phonemes in words 102</p> <p>Activity 9: Sound linkage: Substitution of medial letters/phonemes in words 103</p> <p><b>Section 9: Phoneme transposition 105</b></p> <p>Activity 1: Defining the concept of backwards (using pictures) 106</p> <p>Activity 2: Defining the concept of backwards (in relation to words) 106</p> <p>Activity 3: Defining the concept of backwards (in relation to sounds in words) 107</p> <p>Activity 4: Reversing the sequence of sounds in a word 108</p> <p>Activity 5: Introduction to spoonerisms 109</p> <p>Activity 6: Spoonerisms 110</p> <p>Activity 7: Sound linkage: Reversing the sequence of sounds in a word 111</p> <p>Activity 8: Sound linkage: Spoonerisms 112</p> <p><b>Section 10: Phonological linkage activities 115</b></p> <p>Instructions 116</p> <p>Establishing a link between sounds and the written form of words 116</p> <p>Using letters as clues in text reading 117</p> <p>Multisyllabic words and words with suffixes and prefixes 118</p> <p>Playing with words 118</p> <p>Sound Linkage: Theoretical background to the programme 120</p> <p>Phonological awareness and learning to read 120</p> <p>The Hatcher, Hulme and Ellis study 121</p> <p>Evidence from subsequent studies for the effectiveness of 'reading with phonology' programmes 126</p> <p>Using sound linkage as one component of an integrated approach to teaching reading 128</p> <p>Grading children's early reading books 132</p> <p>Summary 132</p> <p>Test development and standardisation 133</p> <p><b>Appendix 1: Additional activities 142</b></p> <p>Section 2: Identification and manipulation of syllables 142</p> <p>Section 3: Identification and supply of rhyming words 142</p> <p>Section 4: Identification and discrimination of phonemes 143</p> <p>Section 5: Phoneme blending 144</p> <p>Section 6: Phoneme segmentation 145</p> <p>Section 7: Phoneme deletion 146</p> <p>Section 8: Phoneme substitution 146</p> <p>Section 9: Phoneme transposition 146</p> <p><b>Appendix 2: Table of percentages (observed score / possible score) × 100 148</b></p> <p><b>Appendix 3: Grading children's early reading books 149</b></p> <p>Sound linkage training programme: Record Sheets 156</p> <p>Record Sheet A: Test of phonological awareness 156</p> <p>Record Sheet B: Identification of words as units within sentences 158</p> <p>Record Sheet C: Identification and manipulation of syllables 160</p> <p>Record Sheet D: Identification and supply of rhyming words 162</p> <p>Record Sheet E: Identification and discrimination of phonemes 164</p> <p>Record Sheet F: Phoneme blending 171</p> <p>Record Sheet G: Phoneme segmentation 174</p> <p>Record Sheet H: Phoneme deletion 177</p> <p>Record Sheet I: Phoneme substitution 180</p> <p>Record Sheet J: Phoneme transposition 183</p> <p>References and Bibliography 185</p>
<p><b>Peter J. Hatcher</b> was, until his retirement, Senior Lecturer in Psychology at the University of York. He also worked as a Senior Educational Psychologist with the Cumbria Education Authority. His work in the area of understanding and helping children with reading difficulties master the skills of reading, with Charles Hulme and Andrew Ellis, culminated in their groundbreaking research (1994) that supported the Sound Linkage Hypothesis. Prior to working as an Educational Psychologist, he taught primary, secondary and tertiary-age students in special and mainstream settings in Australia, the Bahamas, Sierra Leone and the UK.</p> <p><b>Fiona J. Duff</b> is a Research Associate at the University of Oxford. She was previously a research fellow at the University of York, where she also completed her PhD. During her studies, she was awarded the British Psychological Society Postgraduate Award and was seconded to the Parliamentary Office of Science and Technology, where she authored a briefing note for parliamentarians on teaching children to read.</p> <p><b>Charles Hulme</b> is Professor of Psychology at University College London. He is a former Editor-in-Chief of the journal <i>Scientific Studies of Reading</i> and is currently a Senior Editor of the Association of Psychological Science's flagship journal, <i>Psychological Science</i>. His publications include five authored and four edited books, over 190 journal articles, as well as several psychometric tests, including the United Kingdom's new standard test of reading comprehension, the <i>York Assessment of Reading for Comprehension</i>.</p>
<p>Revised and reordered to reflect the latest advancements, the 10 sections of activities within the programme include: identification of words and syllables; identification and supply of rhyming words; identification and discrimination of phonemes; and blending, segmentation, deletion, substitution and transposition of phonemes within words. The manual also contains sections covering the theoretical background to the 1994 study by Hatcher, Hulme and Ellis, and subsequent studies; a standardised test of phonological awareness; and a method that can be used to grade children’s reading books. All activities are accompanied by a set of photocopiable Record Sheets, a set of Picture Sheets and an appendix of additional activities useful in helping children master a particular skill or to reinforce existing learning.</p>

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