Presenter: Corine Myers-Jennings Ph.D. CCC-SLP What do we do with Speech Sound Disorders as We Merge More Toward Early Literacy P roblems

Disclosure Corine Myers-Jennings Relevant Financial Relationships: receives a honorarium for speaking at today’s educational activity employed as a Full Professor and Department Head at Valdosta State University serves as a consultant to and receives compensation from Babies Can’t Wait Technical Assistant Unit Relevant Nonfinancial Relationships: advisory committee member Jurisdiction One of Southern Georgia

Speech Sound Disorders and Early Literacy Problems  What Do We Do With Speech Sound Disorders as We Merge More Toward Early Literacy Problems  There is a close relationship between e arly speech and emerging literacy.  There is a strong correlation between the p honological development and later read ing achievement  One of the strongest predictors of later re ading acquisition is the perceptual proc essing of sounds.

Speech Sound Disorders and Early Literacy Problems As an SLP we have a great grasp of Language and how to exam it linguistically. Metalinguistics – Is language awareness. It refers to the ability to reflect consciously on the nature and properties of Language. – Metalingusitic knowledge is knowledge of the forms, structure and other aspects of a language, which a learner arrives at through reflecting on and analyzing the language.

Speech Sound Disorders and Early Literacy Problems Metacognition  Skills involve insights one can have regarding i nternal mental actions or cognitive processes. The g oal of such processing are numerous and include m emory, comprehension, learning, attention, and using l anguage.  Language requires cognitive processing to be understood and produced.

Speech Sound Disorders and Early Literacy Problems Metaphonological involves the child’s conscious awareness of the sounds within the particular language. – Includes how those sounds are combined to form words. – Pertain to the child’s ability to discern how many sounds are in a word or which constitutes its beginning or end.

Speech Sound Disorders and Early Literacy Problems PHONOLOGICAL PHONEMIC AWARENESS  Emergent readers, many who are around the a ge of 2 to 5 years are developing important oral language skills and just beginning to conscio usly notice and play with the words of our langua ge  Most printed words are unfamiliar to emergent re aders. They do not realize that printed words re present spoken words nor can they analyze prin ted words to determine their oral equivalent.

Speech Sound Disorders and Early Literacy Problems  Word analysis is an extensive set of knowledge about our written language and strategies that permit you to determine both the sounds of words and their meanings as you read.  Word analysis develops as children acquire abilities in phonological and phonemic awareness, phonics, context use, sight words knowledge, morphemic analysis and dictionary skills.  Phonological Awareness is an individual’s awareness of the sound structure or phonological structure of a spoken word in contrast to written words.

Speech Sound Disorders and Early Literacy Problems  The child’s conscious ability to detect and manipulate sound segments, combining certain sounds together, or deleting sounds. It uses a single modality—The auditory one  The Auditory way is the ability to hear sounds in spoken words in contrast to recognizing sounds in written words.  The written word requires coding.  Coding is translating stimuli from one form to another, from auditory to written

Speech Sound Disorders and Early Literacy Problems  Phonological awareness refers to all size units, syllables, words, etc.  Phonological Awareness is when children become aware of language as an object that can be anal yzed and manipulated. This is the beginning step o n the way to phonemic awareness  Phonemic awareness is being able to hear each of the individual sounds (phonemes) as individual units  What is the different between Phonological a wareness and Phonemic Awareness?

Speech Sound Disorders and Early Literacy Problems  When you possess phonological awareness, you are aware of individual words and syllables as objects that can be analyzed and manipulated.  When you possess phonemic awareness, you are aware of individual sounds or phonemes as objects that can be analyzed and manipulated.  With Phonological Awareness you can identify the two syllables in the spoken word “into.  With Phonemic Awareness you can hear these two syllables and you can also identify the two separated phonemes in the syllables “in” as well as the two phonemes in “to”

Speech Sound Disorders and Early Literacy Problems Having phonemic awareness allows you to s ucceed in developing phonic knowledge because you can identify the individual sounds in words. Phonological Processing is the use of sounds of a l anguage to process verbal information in oral or writt en form that requires working and long-term memory. Coding includes multiple processes that require me mory and coding from one form of represen tation to another. There is a phonetic level and phonological

Speech Sound Disorders and Early Literacy Problems Phonological Coding is related to the semantic lexical abilities in long-term memory. Which involves 3 steps 1.Written symbols are matched to pronunciation of the written word 2.The pronunciation or the written word is matched with the pronunciation in memory 3.Pronunciation of words in memory are linked with the meaning for retrieval of meaning and pronunciation.

Phonological Coding

Speech Sound Disorders and Early Literacy Problems Four types of phonological processing skills demonstrate differences between normal readers a nd poor readers: –Memory span (retention of new strings of ve rbal items), – recall of verbal information ( in contrast to Recall of nonverbal items) –Articulation rate –Rapid naming Phonological Awareness is a subdivision of phonological processing but less complex

Speech Sound Disorders and Early Literacy Problems If you cannot hear the sounds, phonics will provide little help. Phonics or phonic knowledge consists of two elements – Knowledge of the relationships between letters and sounds and – The ability to put together, or blend, sounds represented by letters. – Letters in English do not always represent a single sound

Speech Sound Disorders and Early Literacy Problems  Knowledge of the more regular letter-sound, or graphophonic, relationships helps us to recognize many words that we encounter while reading by permitting us to sound them out.  Using context provides important assistance during word analysis. We can often anticipate what a word is, even before we actually see it from the context that precedes the word.

Speech Sound Disorders and Early Literacy Problems  When we see a word often enough, it becomes a sight word, one we recognize instantly witho ut having to resort to phonics or context use.  High frequency words like “me,” “I,” “You,” c hildren’s names, and other quickly become sig ht words for us.  Morphemic analysis refers to the use of pr efixes and suffixes to break a word apart for b oth its meaning and its pronunciation

Speech Sound Disorders and Early Literacy Problems  Structural analysis refers to dividing a word i nto its syllables. Often this is useful when ap plying phonic generalizations.  Both morphemic and structural analysis are helpful in the later stages of word analysis  When we are trying to analyze either the pronunciation or the meaning of a word we use the dictionary

Speech Sound Disorders and Early Literacy Problems  Graphophonics information describes the relationship between sounds in our language and the written letters or spelling patterns.  Semantic information refers to the meaning referents of language. The vocabulary and conceptual backgrounds of a reader influence his or her ability to use semantic information.  Syntax refers to the sentence patterns and structure, or grammar, of language. These structures, or language cues are used by readers in constructing meaning from print.

Speech Sound Disorders and Early Literacy Problems  Readers use all three categories of language information simultaneously during the reading process.  Morphemic analysis refers to the use of meaningful parts of words, such as prefixes, suffixes, contractions, compounded forms, and base words, to analyze words.  Structural analysis is a term often used in texts on how to teach reading to refer to what is called morphemic analysis. In addition, structural analysis includes the study of syllabic units in words and spelling patterns influenced by the addition of affixes.

Speech Sound Disorders and Early Literacy Problems  Morphemic analysis is concerned with how meaning is determined by the combination of morphemes, the smallest units of meaning in a language.  The word box contains one unit of meaning, or morpheme. In that word boxes, that are two morphemes: box and es. This type of analysis is limited to words that contain identifiable morphemes, prefixes, suffixes and root words.  Because of our language background we understand emergent readers. If we start with preschoolers this way. We will have better readers

Speech Sound Disorders and Early Literacy Problems