PHONEME AWARENESS -- DYSLEXIA
Contrary to what you'll hear in the first minutes of a dyslexia presentation, or will read on page 1 of a paper on dyslexia, lack of phoneme awareness is not the problem. By at least mid-grade-2 most people who have been in an "evidence-based" program will have achieved Primitive Phoneme Awareness for all letters except Q and X. Ask for the sound for letter-M and hear a hum. For letter-B hear ba or buh. For letter-L hear ulll, for letter-R it's err. The problem is a deficit in Functional Phoneme Awareness. It's a Phoneme Blending deficit.
So, isn't that obvious when we lecture on Phoneme Awareness? No, obviously it's not obvious. Parents, some teachers, many para-pro tutors, go home (or close a book on dyslexia) and find that a student has primitive phoneme awareness, so all's well, not having heard a sermon on functional phoneme awareness and phoneme blending.
We are not advised, for example, to direct a student to read the pair-of-pairs, ab-ro, to see if she reads them as aaa bu - errr oh. So we blunder on, coaching 3rd to 12th grade dyslexics to sound out multi-syllable words (eg: permanent as pa-err-mm-an-enn-t). College-level tutors, para-pros, Gramma volunteers, even some special ed teachers, are not trained in BREAKING a dyslexic's Soundout Compulsion. In many programs the closest they come to drilling on Decoding By Parts is a bit of instruction on syllables.
Go to an education materials center or library, and look in the teachers' edition indexes of popular elementary reading series, to find references to Decoding By Parts. And, if you should find some, look for workbook or computer drills to train students to experiment with separation by parts, to find one that breaks the code for a word. eg: for apricot, apr-ic-ot is not likely to work for the student when directed to read her parts. But it's likely one of these would work, ap-ric-ot, apri-cot, ap-ri-cot -- if the word is in her vocabulary.
Good Luck in your search.
Search Key: Billiam Reading
Contrary to what you'll hear in the first minutes of a dyslexia presentation, or will read on page 1 of a paper on dyslexia, lack of phoneme awareness is not the problem. By at least mid-grade-2 most people who have been in an "evidence-based" program will have achieved Primitive Phoneme Awareness for all letters except Q and X. Ask for the sound for letter-M and hear a hum. For letter-B hear ba or buh. For letter-L hear ulll, for letter-R it's err. The problem is a deficit in Functional Phoneme Awareness. It's a Phoneme Blending deficit.
So, isn't that obvious when we lecture on Phoneme Awareness? No, obviously it's not obvious. Parents, some teachers, many para-pro tutors, go home (or close a book on dyslexia) and find that a student has primitive phoneme awareness, so all's well, not having heard a sermon on functional phoneme awareness and phoneme blending.
We are not advised, for example, to direct a student to read the pair-of-pairs, ab-ro, to see if she reads them as aaa bu - errr oh. So we blunder on, coaching 3rd to 12th grade dyslexics to sound out multi-syllable words (eg: permanent as pa-err-mm-an-enn-t). College-level tutors, para-pros, Gramma volunteers, even some special ed teachers, are not trained in BREAKING a dyslexic's Soundout Compulsion. In many programs the closest they come to drilling on Decoding By Parts is a bit of instruction on syllables.
Go to an education materials center or library, and look in the teachers' edition indexes of popular elementary reading series, to find references to Decoding By Parts. And, if you should find some, look for workbook or computer drills to train students to experiment with separation by parts, to find one that breaks the code for a word. eg: for apricot, apr-ic-ot is not likely to work for the student when directed to read her parts. But it's likely one of these would work, ap-ric-ot, apri-cot, ap-ri-cot -- if the word is in her vocabulary.
Good Luck in your search.
Search Key: Billiam Reading
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