A target phoneme, explored as a “speech bit,” is identified in spoken words which are then segmented orally. For example, the three nasal consonants /m/, /n/, /ng/ are contrasted by place of articulation (front, middle, and back of the mouth) as their symbols are learned.Ī speech-to-print approach begins with phoneme awareness. Individual phonemes are identified by what we say as well as what we hear thus, articulatory features of sounds that might cause confusion are explicitly noted. The lesson begins with a focus on an aspect of speech (phoneme, syllable, or morpheme), as these linguistic elements serve as Velcro or mental parking spots for the letters in printed words. In a speech-to-print approach, instruction builds knowledge of the system from spoken to written words. Students don’t know what word they are blending until they succeed in this. Letter sounds are then blended to make words. In a decoding lesson, the letter or letter pattern is said to “say” a given sound. For example, letters (a, e, i, o, u) are identified as vowels, and students must learn and recall the long and short sounds associated with each one, then do the same with the 21 consonant letters. In other words, the logic of the code is built from print to speech. Traditional code-focused teaching points first to elements in the print, especially individual letters, and then asks the student to associate sounds with the written symbol(s). There are two contrasting approaches to teaching this foundational step in early reading. It is through the process of accurately decoding and naming new words that learners can store printed words in memory for instant recognition and recall. In addition, good readers can identify the individual phonemes that make up spoken words and recognize the correspondences between phonemes and graphemes, spoken and written syllable patterns, and common morphemes. Within that big idea is a less settled question: How should instruction in beginning reading and writing proceed?Īs reported in a recent summary paper by the research team at the Florida Center for Reading Research (Petscher et al., 2020), one bedrock finding from recent research is that good readers have acquired the alphabetic principle-the insight that alphabetic symbols represent speech sounds. LETRS® (Language Essentials for Teachers of Reading and Spelling) professional learning course for educators. This fundamental truth explains why reading and spelling skill depend on language abilities why explicit teaching of sounds, words, and discourse is the most effective way to ensure all students learn to read and write and why we have been persistent advocates for teachers’ knowledge of language-which is the focus of Written words represent speech and language. Speech to Print or Print to Speech? It Makes a Difference
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