$50.00

Phonological coding is the ability to produce, discriminate, and manipulate the structure of a language as distinct from its meaning. The complex activity of reading with comprehension depends on a fluent foundation in phonemic awareness which in turn depends on certain skills related to word and syllable awareness.  The Haughton Learning Center has produced two units to develop these skill sets. Both units provide exercises to survey a students strengths and thereby guide their placement in the materials.  Since word, syllable, and rhyming awareness, are stepping stones to phonemic awareness it is advised that Word and Syllable Awareness be employed first.

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Description

Phonological Coding: Word & Syllable Awareness – Teacher’s Manual

Sentences are the linguistic units through which we convey our separate thoughts. Learning to read and write depends on a learner’s skill in identifying words in the context of a sentence.  Once students have mastered the process of segmentation of sentences into words, they proceed to practice segmentation of words into syllables, blending syllables into words, changing syllables in words, deletion of syllables, addition of syllables, as well as the substitution of syllables within words. Practice sheets with learning outcomes/aims are provided for each activity

This unit has been constructed with an eye towards optimization of precious practice time, while fostering the learner’s desire for more practice.  It employs achievable chunks, units of material which balance learners strengths and needs, to insure that growth is a key motivational element to practice further.  If a task is too difficult the learner resists and if it is too easy disinterest ensues. The optimal balance occurs when both accuracy and frequency improve at the appropriate rate and there is continual feedback of that success to the practitioner.

Practice needs to be continually measured and monitored for purposes of motivation; the accuracy and speed of performances are recorded with the results being made immediately available to both practitioner and coach. Improvement, which is incremental, and might go unnoticed, will become apparent allowing the learner to climb a motivational ladder on the rungs of their personal bests. To facilitate this dynamic between challenge and achievability and provide immediacy of feedback that motivates further practice these units have been closely integrated with Precision Teaching.

With Precision Teaching a student is timed on specific tasks until he/she can perform a certain amount accurately within a specified amount of time.  Timings are usually one minute, but frequently range from ten seconds to ten minutes.  We record a student’s performance on a Standard Celeration Chart which gives a “learning picture” to the teacher and student, enabling them to make decisions about the student’s learning program.

The goal of timed practice is to build fluency which ensures a student permanently retains the skills taught (retention); can perform them for extended periods of time (endurance); and can easily apply them to new learning situations (application).

These  practice materials for Word & Syllable Awareness have been designed and implemented successfully using Precision Teaching.  When you employ Precision Teaching in practice sessions, your students and you will have fun learning, enjoy joint decision making and achieve learning success.

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