1/ 🧵 This debate re: those championing 2 work on oral larger phono units 1st, 2 get Ss “ready” 4 phonemes, only widens phoneme awareness gaps 4 kids who are behind. Starting w/1st sound, last, & CVC, using letters, not blank chips, helps Ss connect speech 2 print from beginning.
2/Oral work w/larger phonological units is included in BL instruction. Clapping syllables, rhyming, etc happens in almost every BL class I’ve seen. It’s based on correlational studies of development, not experimental studies of larger units improving phoneme level or decoding.
3/ Why does it matter? I’ve seen students w/large phonemic awareness & decoding gaps, ID w/severe dyslexia, spending months in larger phonological units because their T was told by SoR groups 2 use Equipped/Heggerty, only widening gaps at the phoneme level/decoding skills.
4/I worked w/one last summer just like this—in 3rd & couldn’t read a VC or CVC word. After a few weeks of tutoring using the NRP guidance, starting w/letters at initial sound, then quickly 2 medial, final, & CVC, eg PG mapping & word chains, he read his 1st book ever & many more.
5/ We can look to intervention studies, instead of popular opinions or programs, to improve outcomes for kids, especially kids who can’t stand to lose that precious time. This refinement in understanding needs to more widely reach teachers & students.
• • •
Missing some Tweet in this thread? You can try to
force a refresh
