Prof Linda Siegel_clean Ver
Transcript of Prof Linda Siegel_clean Ver
Phonological Awarenessand Teaching English as a
Second Language
Linda SiegelUniversity of British Columbia
Vancouver, CANADA
Special Thanks to:• Suk Han Lee and colleagues at the EMB• EMB• Mei Lan Au• Alice Lai• Nonie Lesaux, Orly Lipka, Rose Vukovic• Chinese Rhenish Church Hong Kong Synod• Hong Kong Institute of Education• Ian Smythe
Aims of this presentation• To understand the role of phonological
awareness in the development of English speaking, reading and writing
• To understand the English language learning of ESL speakers
• To understand how to develop English language skills in ESL speakers
Inspiration for the ideas
English Immersion in Xian– Also Beijing, Lanzhou, Guangzhou,
ShanghaiNorth Vancouver Canada – ESL
teachingHong Kong EMB Project
How Is Language Learned?• A child’s first language is learned by listening
and speaking.• Reading and writing comes much later after
there is a good oral language foundation.• Children speak first in single words and then
in short sentences.• Children learn nouns, adjectives, and verbs
first. Grammar comes later.
Good Language Education
• Listening and speaking are stressed to help develop comprehension and reading skills.
• Conversation and oral language skills, not dictation, are important.
Principles• Listening skills are about the ability to
extract meaning from a string of words.
• Reading is about extracting meaning from a series of written words.
Principles• You cannot extract meaning from
spoken language unless you understand the meaning of words.
• Understanding of sounds precedes understanding of the written word.
Terminology• Phonological Awareness – the ability to
break down speech into smaller segments
• Phoneme – the smallest unit of sound
• Phonics – a method of teaching reading that emphasizes the association of sounds with letters
Terminology
• Phonological awareness training – teaching the sound structure of words– Auditory training
• Phonics training – teaching the connection between sounds and letters– Training with print
Teaching English1. It is important to first develop oral
language skills.2. Phonological awareness skills should
be taught orally without print.3. Phonological awareness training helps
children learn vocabulary and reading skills.
Danger of teaching writing early
1. They will learn English like they learn to write Chinese – as a series of keystrokes. This limits the size of the vocabulary.
2. They can never develop fluent and accurate reading.
3. They will have trouble with talking to people and writing good English.
North Vancouver Study
Aims of the Vancouver Study
• Identify children at risk for literacy difficulties
• Provide an appropriate intervention
• Assess the effectiveness of the intervention
Longitudinal Study• Screening at age 5 when
children enter school• Tested every year on
reading, spelling, arithmetic, language and memory skills
• Results at grade 6 – age 12
Longitudinal Sample• All the children in the North
Vancouver School District• 30 schools• Varying SES levels• 20% English as a Second
Language (ESL)
• Arabic• Armenian• Bulgarian• Cantonese• Croatian• Czech• Dutch• Farsi
• Japanese• Korean• Kurdish• Mandarin• Norwegian• Polish• Punjabi• Romanian
Languages In The Study
FinnishFrenchGermanGreekHindiHungarianIndonesianItalian
RussianSerbianSlovakSpanishSwedishTagalogTamilTurkish
norma les
L1 English ESL
Kindergarten
Dyslexic
Normal
Dyslexic
Normal
Grade 6L1 English ESL
KINDERGARTEN SCREENING
•LETTER IDENTIFICATION
•MEMORY
•PHONOLOGICAL PROCESSING
•SYNTAX
•SPELLING
Letter Identification
c r m k b w os y t a u d qx l g e z n jp h v i f
Phonological Processing
theandsit
whenbook
anacampersotemithridatism
qualtaghucalegon
groak
Phonological Awareness• Ability to break speech down
into smaller units words syllables phonemes
Syllable Identification
Rhyme Identification
Phoneme Identification
Working Memory
Sentence RepetitionSentences are spoken orally to the child and
the child is required to repeat them exactly.Examples.Drink milk.I like ice cream.The boy and girl are walking to school.The girl who is very tall is playing
basketball.
Oral Cloze
• child’s name• mom• dad• cat• I • no
SIMPLE SPELLING
LAUNCH INTO READING SUCCESS
• RHYME DETECTION• INITIAL SOUNDS • SEGMENTATION• BLENDING• SOUND DISCRIMINATION
Other Important Abilities• Vocabulary – understanding and
producing the meanings of words• Syntax – understanding the basic
grammar of the language– Differences between Chinese and English
• Verb tenses• Plurals • Articles
LITERACY ACTIVITIESLISTENING TO STORIES
ACTING OUT STORIES
SINGING SONGS
LETTER OF THE WEEK
LETTER COOKIES
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English normalreader
ESL normalreader
English RD
ESL RD
Grade 6
MEASURES OF READING
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Stanford reading comprehension
Mea
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ESL normalreader
English RD
ESL RD
Grade 6
READING COMPREHENSION
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WRAT3 Spelling
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Englishnormal reader
ESL normalreader
English RD
ESL RD
Grade 6
SPELLING
Englishnormal reader
ESL normalreader
English RD
ESL RD
Grade 5
Phoneme Deletion
SES & Reading
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SES & Spelling
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Conclusions• It is possible to identify children at risk for
reading disabilities in kindergarten.
• It is possible to provide a classroom based intervention to bring these children to at least average levels of reading.
• Children learning English as a second language can perform at native speaker levels and bilingualism may be an advantage.
Hong Kong EMB Project
Primary 1
AIMS OF THE PROJECT• Improve English oral language skills of
P1 children in Hong Kong– Vocabulary and Grammar
• Train phonological awareness skills
• Improve reading skills
Hong Kong Study• Experimental group received
phonological awareness training
• Control group - same SES
• All government schools – mostly low SES
Study Design
• Experimental and Control Schools• Pretest Fall 2002• Intervention for Experimental Schools
2002-2003• Post-test Summer 2003
Components• Only English is used in the
classroom• Build up vocabulary & ability to
follow English instructions • Use of games, story-telling, etc. to
provide rich English language environment
INITIAL PHONEME DELETION
Pre-test Post-test
ExperimentalControl
WORD READING
Post - test
ExperimentalControl
PSEUDOWORD READING
POST-TEST
expcontrol
PICTURE NAMING
POST-TEST
expcontrol
Oral Cloze
• Tony _______ a happy boy.
• I eat oranges _____bananas.
• There are some books_____the bag.
• I have two_____.
ORAL CLOZE
Pre-test Post-test
ExperimentalControl
First Steps in EnglishDr. Alice Lai
Prof. Linda SiegelDr. Ian Smythe
Project funded by the QEF
Conclusions• Phonological awareness training
improves reading, vocabulary, and syntactic skills
• Phonological awareness training can be implemented in the classroom
• ESL students benefit from PA training
Grade 5 Spelling
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Phonological Awarenessand Teaching English as a
Second Language
Linda SiegelUniversity of British Columbia
Vancouver, CANADA