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eLr - What's New 2022 | |||
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This month we've added 2 levels with ten new tasks in the "Progress monitoring" tool we introduced last month. This tool is to provide a quick and simple assessment/review of SSP phonics skills and uses only nonwords because the aim is monitor progress of letter-sound knowledge and decoding accuracy. You can find it in "Reading & Spelling - Early Skills" in the subsection "Systematic synthetic phonics - Common spelling of the main sounds". In subsequent updates, we'll continue to add similar such assessment tasks for the rest of this area.
The nonwords selected for these SSP "Progress monitoring" tasks are drawn from the ARC Nonword Database https://www.elr.com.au/links/CVFJB, and are "legal" nonwords; that is the spelling patterns are consistent with the English orthography (for example, "ck" never appears at the start of a word). The new levels this month are "g,o u,l,f,b" and "ai,j,oa,ie,ee,or"
All these new tasks use the model SingleWord Slideshow which is a simple activity for displaying/reading a single word at a time. Each item (word or nonword) appears on the screen and the client attempts to decode and read it. To move between words, click the [Forward] or [Back] buttons. The clinician/helper provides appropriate verbal response and records results as necessary. We have placed response forms to facilitate delivery of these assessments at www.elr.com.au/links/NLBHY
This month we've created eight tasks in a new "Progress monitoring" tool to provide a quick and simple assessment/review of SSP phonics skills. They are in a new sub-category in "Reading & Spelling - Early Skills" in the subsection "Systematic synthetic phonics - Common spelling of the main sounds". These new tasks use only nonwords because the aim is monitor progress of letter-sound knowledge and decoding accuracy. In subsequent updates, we'll complete similar such assessment tasks for the rest of this area, and then add further tasks of this type (which will include real words) to the existing therapy/training materials already in the "Reading & Spelling" sections.
The nonwords selected for these new SSP "Progress monitoring" tasks are drawn from the ARC Nonword Database https://www.elr.com.au/links/CVFJB, and as such are "legal:" nonwords; that is the spelling patterns are consistent with the English orthography (for example, "ck" never appears at the start of a word). They have been grouped so that all items at a particular level include at least 2 graphemes from that level plus additional graphemes from any previous level(s). Nonword lists have been specifically arranged so that each list is unique, but equivalent to the others at the same level. The first level "s,a,t,p,i,n" has 3 lists of 10 items, and in the second level "c|k|ck, e, h, r, m, d'" there 5 lists with 12 items in each.
All these new tasks use a new model SingleWord Slideshow which is a simple activity for displaying/reading a single word at a time. Each item (word or nonword) appears on the screen and the client attempts to decode and read it. To move between words, click the [Forward] or [Back] buttons. The clinician/helper provides appropriate verbal response and records results as necessary. We have placed response forms to facillitate delivery of these assessments at www.elr.com.au/links/NLBHY
This month, 22 tasks have been added to "Phonology - Later sounds" in the blends with "l" and "r" subsections targeting single syllable words. All new tasks use the WordSoundButtons model which presents one word at a time on the screen. The learner is encouraged to click each grapheme, say the corresponding phoneme, and then blend to say the word. For example, in the "bl sound blends - initial position subsection" the learner sees the word "black", clicks on each grapheme "b - l - a - ck", and blends to produce the word; or when targeting this blend in the final position, the word "bold" appears; the learner clicks on each grapheme "b - o - l - d" and then blends to produce the word.
While this model is used extensively in the "Reading and Spelling" sections to encourage sounding out and blending to develop early reading and decoding skills, in the "Phonology - Later sounds" section, the aim is to provide activities to encourage accurate production of target sounds in words as well as develop phonemic awareness within therapy for speech sound disorders. All sounds in this entire section now have activities using this model
This month, 26 tasks have been added to "Phonology - Later sounds" in the "blends with s" subsections targeting single syllable words. All new tasks use the WordSoundButtons model which presents one word at a time on the screen. The learner is encouraged to click each grapheme, say the corresponding phoneme, and then blend to say the word. For example, in the "sk sound blends - initial position subsection" the learner sees the word "sketch", clicks on each grapheme "s - k - e - tch", and blends to produce the word; or when targeting this blend in the final position, the word "flask" appears; the learner clicks on each grapheme "f - l - a - s - k" and then blends to produce the word.
While this model is used extensively in the "Reading and Spelling" sections to encourage sounding out and blending to develop early reading and decoding skills, in the "Phonology - Later sounds" section, the aim is to provide activities to encourage accurate production of target sounds in words as well as develop phonemic awareness within therapy for speech sound disorders.
This month, 30 tasks have been added to "Reading & Spelling - Later Skills - Plurals". This section has six subsections which cover the main rules for forming plurals. These include:
Previously, the models in these sections have encouraged the learner to contrast the singular with the plural form. For example, using the List matching model, the student links singular to plural, while the WordChanger model provides an opportunity for the learner to observe how the plural form changes within a sentence context (eg "The ant was biting" versus "The ants were biting") thus demonstrating how the subject influences the verb form.
The new tasks this month are in the last four subsections and conclude the additions begun last month. They use additional models which provide the learner with repetition in accurate decoding and spelling of the plural form. The WordSearch model encourages sounding out and blending to read each word; LookThenCover and SmileyMan support recall of spelling patterns; and MemoryWords and ConnectWords provide fun activities to consolidate automatic recognition of previously decoded words.
This month, 30 tasks have been added to "Reading & Spelling - Later Skills - Plurals". This section has six subsections which cover the main rules for forming plurals. These include:
Until this edition, the models in these sections have encouraged the learner to contrast the singular with the plural form. For example, using the List matching model, the student links singular to plural, while the WordChanger model provides an opportunity for the learner to observe how the plural form changes within a sentence context (eg "The ant was biting" versus "The ants were biting") thus demonstrating how the subject influences the verb form.
The new tasks this month are in the first two subsections (the other 4 subsections will be done next month). They use additional models which provide the learner with repetition in accurate decoding and spelling of the plural form. The WordSearch model encourages sounding out and blending to read each word; LookThenCover and SmileyMan support recall of spelling patterns; and MemoryWords and ConnectWords provide fun activities to consolidate automatic recognition of previously decoded words.
This month, 29 tasks have been added to "Phonology - Later sounds" in the /sh, ch, j(dge), y, l, r, th/ subsections. All new tasks use the WordSoundButtons model in activities targeting single syllable words. This model presents one word at a time on the screen and the learner is encouraged to click each grapheme, say the corresponding phoneme, and then blend to say the word. For example, in the /sh/ initial subsection targeting CVC words, the learner sees the word "ship", clicks on each grapheme "sh - i - p", and blends to produce the word; or when targeting /sh/ initial words with blends in the single syllable subsection, the word "shield" appears; the learner clicks on each grapheme "sh - ie - l - d" and then blends to produce the word.
While this model is used extensively in the "Reading and Spelling" sections to encourage sounding out and blending to develop early reading and decoding skills, in the "Phonology - Later sounds" section, the aim is to provide activities to encourage accurate production of target sounds in words as well as develop phonemic awareness within therapy for speech sound disorders.
This month, 26 tasks have been added to "Phonology - Later sounds" in the /k, g, f, v, s, z/ subsections. All new tasks use the WordSoundButtons model in activities targeting single syllable words. This model presents one word at a time on the screen and the learner is encouraged to click each grapheme, say the corresponding phoneme, and then blend to say the word. For example, in the /k/ initial subsection targeting CVC words, the learner sees the word "cup", clicks on each grapheme "c - u - p", and blends to produce the word; or when targeting /k/ initial words with blends in the single syllable subsection, the word "coast" appears; the learner clicks on each grapheme "c - oa - s - t" and then blends to produce the word.
While this model is used extensively in the "Reading and Spelling" sections to encourage sounding out and blending to develop early reading and decoding skills, in the "Phonology - Later sounds" section, the aim is to provide activities to encourage accurate production of target sounds in words as well as develop phonemic awareness within therapy for speech sound disorders.
This month, a further 16 tasks have been added to "Reading and Spelling - Early skills" in the "Most frequent words" section. The WordSoundButtons model was used and we've now covered all levels in all sub-sections. This model presents one word at a time on the screen and the learner is encouraged to click and sound out each letter-sound, then blend the sounds to read the word. This process, referred to as phonological recoding (decoding), has been shown to be an essential step in the formation of clear mental images of words (orthographic representations), leading to automatic word recognition.
Throughout this entire section, it is now possible to begin a session with a phonological recoding activity (WordSoundButtons) and then use a matching range of models to provide repetition and consolidation of automatic word recognition - reading words by sight. The WordSearch model encourages further sounding out and blending to read each word; LookThenCover and SmileyMan support recall of spelling patterns; and MemoryWords and ConnectWords provide fun activities to consolidate automatic recognition of previously decoded words. In future updates we'll be adding this option to the other word groupings in this section.
This month, a further 27 tasks have been added to "Reading and Spelling - Early skills" in the "Most frequent words" section. The WordSoundButtons model was used and we've now covered all levels in the "first, second, third and fourth 100 words" sub-sections. This model presents one word at a time on the screen and the learner is encouraged to click and sound out each letter-sound, then blend the sounds to read the word. This process, referred to as phonological recoding (decoding), has been shown to be an essential step in the formation of clear mental images of words (orthographic representations), leading to automatic word recognition.
In these updated levels, it is now possible to begin a session with a phonological recoding activity (WordSoundButtons) and then use a matching range of models to provide repetition and consolidation of automatic word recognition - reading words by sight. The WordSearch model encourages further sounding out and blending to read each word; LookThenCover and SmileyMan support recall of spelling patterns; and MemoryWords and ConnectWords provide fun activities to consolidate automatic recognition of previously decoded words. In future updates we'll be adding this option to the other word groupings in this section.
This month, a further 29 tasks have been added to "Reading and Spelling - Early skills" in the "Most frequent words" section. The WordSoundButtons model was used and we've now covered all 7 levels in the "first 100 words" and the first 3 levels in the "second hundred" sub-sections. This model presents one word at a time on the screen and the learner is encouraged to click and sound out each letter-sound, then blend the sounds to read the word. This process, referred to as phonological recoding (decoding), has been shown to be an essential step in the formation of clear mental images of words (orthographic representations), leading to automatic word recognition.
In these updated levels, it is now possible to begin a session with a phonological recoding activity (WordSoundButtons) and then use a matching range of models to provide repetition and consolidation of automatic word recognition - reading words by sight. The WordSearch model encourages further sounding out and blending to read each word; LookThenCover and SmileyMan support recall of spelling patterns; and MemoryWords and ConnectWords provide fun activities to consolidate automatic recognition of previously decoded words. In future updates we'll be adding this option to the other word groupings in this section.
This month, 19 tasks have been added to "Reading and Spelling - Early skills" in the "Most frequent words" section. The WordSoundButtons model was used and we've covered the first 4 out of 7 levels in the "first 100 words" sub-section. This model presents one word at a time on the screen and the learner is encouraged to click and sound out each letter-sound, then blend the sounds to read the word. This process, referred to as phonological recoding (decoding), has been shown to be an essential step in the formation of clear mental images of words (orthographic representations), leading to automatic word recognition.
In these updated levels, it is now possible to begin a session with a phonological recoding activity (WordSoundButtons) and then use a matching range of models to provide repetition and consolidation of automatic word recognition - reading words by sight. The WordSearch model encourages further sounding out and blending to read each word; LookThenCover and SmileyMan support recall of spelling patterns; and MemoryWords and ConnectWords provide fun activities to consolidate automatic recognition of previously decoded words. In future updates we'll be adding this option to the other word groupings in this section.
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