Letter Sound Gestures A Visual Phonics Program By: ValeriScheps, MSCCC-SLP and Alissa Schmidt, MSCCC-SLP Barron Area Schools Speech/Language Pathologists
The idea grew from a need! • We wanted a visual cueing system directly related to the manner and placement of articulated sounds. • The need stemmed from an articulation and phonological need; none of the systems we investigated were truly matched our need.
The idea grew from a need. • Some informal gestures were being utilized in our therapies and we were finding that students were using them spontaneously and they seemed to aid in understanding of sounds and in overall progress. • A permanent and consistent system was desired and then created and modified.
Visual Phonics is consistent with the literacy principle that soundshave a visual representation.
The Alphabetic PrincipleTeacher friendly benefits to visual phonics • The ability to associate sounds with letters and use those sounds to read words • Letter-sound knowledge is pre-requisite to effective word identification • A primary difference between good and poor readers is the ability to use letter-sound correspondence to identify words. • Students who acquire and apply the alphabetic principle early in their reading careers reap long-term benefits • The combination of instruction in phonological awareness and letter-sounds appears to be the most favorable for successful early reading Wendy Robinson
Evidence-Based Data by Trezek and her colleagues (2005, 2006 & 2007) shows: earlier Alphabetic Principle skills are required for Kindergarteners, as students are learning 95-100% of the letters and their corresponding sounds by November/December (as compared to late January to late March) a decrease in summer drop-off between Kindergarten & 1st grade an increase in sight word knowledge in 1st grade Title One Reading students earlier writing in Kindergarten improved nonsense word fluency on winter DIBELS in Kindergarten District-wide higher DIBELS scores for initial sound fluency in Kindergarten, as compared to the previous 6 years significant decreases in b-d confusions trend line “up-ticks” for oral reading fluency for 2nd grade LD-Resource & Special Reading students, resulting in parallel & converging data plots when compared to grade-level peers http://soundprinciples4literacy.com/index.php/visual-phonics/researchevidence-base/
Evidence & reports at BASD • Teachers have noted increased sound – letter correlation in Kindergarten • Teachers want to know and use the gestures the students are using in Kindergarten from Pre-K • Parents noted their children using the gesture at home in words with target sounds even if they are not making the sound correctly – **an awareness is established** • Parents and teachers have noted increased reading skills (sounding out) and digraph recognition (sh, ch, th) • Students use the gestures to cue each other
Why Visual Phonics works….. • VP breaks the “code” – it makes the connection between sounds and letters clear and understandable – the symbols are meaningful and natural • VP integrates visual, kinesthetic, and auditory support for the decoding process – it provides a visual and kinesthetic “bridge” to sound for kids who need a little extra help • VP bombards all learning modes • VP involves muscle memory – very powerful for children
Who is using letter sound gestures? Pre-K and EC teachers Kindergarten teachers SLPs Students Resource teachers Paraprofessionals Some parents
When is it being used? Direct speech therapy Circle/Music/Centers in Pre-K and EC Guided reading groups in Kindergarten CD-S language/music group Speech carryover homework Resource teachers-title, LD Paraprofessionals in small groups
Examples Handout Demonstration/Examples Video Clips